Graham J. McPhail taught secondary school music in Auckland, New Zealand, for 22 years and is currently a Senior Lecturer in Music Education at the Faculty of Education and Social Work, the University of Auckland, where he runs the programme of pre-service secondary music teachers. His research work is centred on the role of knowledge in curriculum and he was lead editor for New Zealand’s first volume on secondary school music education, Educational Change and the Secondary School Music Curriculum in Aotearoa New Zealand, published by Routledge in 2018.

• IntroductionPart 1 – Theoretical MattersChapter 1 - Knowledge and its discontentsChapter 2 - A theory of knowledge for educationChapter 3 - A discipline in search of an epistemeChapter 4 - The discipline recontextualised – The Middle Ages to the early twentieth centuryChapter 5 - The discipline recontextualized – Into the twentieth and twenty-first centuriesChapter 6 - A subject in search of an epistemePart 2 – Into the ClassroomChapter 7 - Recontextualising the horizontal part one: A justification and an example of concepts at work in the classroomChapter 8 - Recontextualising the horizontal part two: ‘Thingification’ as the portal to the esotericChapter 9 - Making the tacit visible and audibleChapter 10 - Curriculum coherence: Connecting knowledge-that with know-how-to for deep learningChapter 11 - From design to delivery: A mixed modalities approach to pedagogyChapter 12 - From design to delivery: Into the classroomChapter 13 - Concepts in ensemble contextsPart 3 – Looking to the FutureChapter 14 - Crossing the stylistic divideChapter 15 - Music education for the future

Graham J. McPhail taught secondary school music in Auckland, New Zealand, for 22 years and is currently a Senior Lecturer in Music Education at the Faculty of Education and Social Work, the University of Auckland, where he runs the programme of pre-service secondary music teachers. His research work is centred on the role of knowledge in curriculum and he was lead editor for New Zealand’s first volume on secondary school music education, Educational Change and the Secondary School Music Curriculum in Aotearoa New Zealand, published by Routledge in 2018.

• IntroductionPart 1 – Theoretical MattersChapter 1 - Knowledge and its discontentsChapter 2 - A theory of knowledge for educationChapter 3 - A discipline in search of an epistemeChapter 4 - The discipline recontextualised – The Middle Ages to the early twentieth centuryChapter 5 - The discipline recontextualized – Into the twentieth and twenty-first centuriesChapter 6 - A subject in search of an epistemePart 2 – Into the ClassroomChapter 7 - Recontextualising the horizontal part one: A justification and an example of concepts at work in the classroomChapter 8 - Recontextualising the horizontal part two: ‘Thingification’ as the portal to the esotericChapter 9 - Making the tacit visible and audibleChapter 10 - Curriculum coherence: Connecting knowledge-that with know-how-to for deep learningChapter 11 - From design to delivery: A mixed modalities approach to pedagogyChapter 12 - From design to delivery: Into the classroomChapter 13 - Concepts in ensemble contextsPart 3 – Looking to the FutureChapter 14 - Crossing the stylistic divideChapter 15 - Music education for the future

Graham J. McPhail taught secondary school music in Auckland, New Zealand, for 22 years and is currently a Senior Lecturer in Music Education at the Faculty of Education and Social Work, the University of Auckland, where he runs the programme of pre-service secondary music teachers. His research work is centred on the role of knowledge in curriculum and he was lead editor for New Zealand’s first volume on secondary school music education, Educational Change and the Secondary School Music Curriculum in Aotearoa New Zealand, published by Routledge in 2018.

• IntroductionPart 1 – Theoretical MattersChapter 1 - Knowledge and its discontentsChapter 2 - A theory of knowledge for educationChapter 3 - A discipline in search of an epistemeChapter 4 - The discipline recontextualised – The Middle Ages to the early twentieth centuryChapter 5 - The discipline recontextualized – Into the twentieth and twenty-first centuriesChapter 6 - A subject in search of an epistemePart 2 – Into the ClassroomChapter 7 - Recontextualising the horizontal part one: A justification and an example of concepts at work in the classroomChapter 8 - Recontextualising the horizontal part two: ‘Thingification’ as the portal to the esotericChapter 9 - Making the tacit visible and audibleChapter 10 - Curriculum coherence: Connecting knowledge-that with know-how-to for deep learningChapter 11 - From design to delivery: A mixed modalities approach to pedagogyChapter 12 - From design to delivery: Into the classroomChapter 13 - Concepts in ensemble contextsPart 3 – Looking to the FutureChapter 14 - Crossing the stylistic divideChapter 15 - Music education for the future