Origins and Foundations of Music Education

International Perspectives

Häftad, Engelska, 2016

Av Gordon Cox, Robin Stevens, UK) Cox, Dr Gordon (formerly University of Reading, Australia) Stevens, Dr Robin (The University of Melbourne

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This landmark collection explores the origins and foundations of music education in Europe, The Americas, Africa and Asia-Pacific, and the Middle East, and considers the inclusion of music as part of the compulsory school curriculum in the context of the historical, social and political landscape. Within each chapter, the contributors explore the following key areas:- the aims, objectives and content of the music curriculum- teaching methods- the provision and training of teachers of music- the experiences of pupilsThis fully revised second edition includes new chapters on Brazil, Israel, Kosovo, Lithuania, and Turkey, along with questions to encourage reflection and discussion. A concluding chapter has been added to encourage readers to consider the evolution of music education globally. The Foreword for this new edition has been written by Sheila Woodward, President of the International Society for Music Education.Contributors have been carefully selected to represent countries that have incorporated music into compulsory schooling for a variety of reasons resulting in a diverse collection which will guide future actions and policy.

Produktinformation

Utgivningsdatum2016-11-17
Mått172 x 248 x 26 mm
Vikt540 g
FormatHäftad
SpråkEngelska
Antal sidor312
Upplaga2
FörlagBloomsbury Publishing PLC
ISBN9781474229081

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Gordon Cox is the Chair of the History Standing Committee of the International Society for Music Education, and was formerly Senior Lecturer in Music Education at the Institute of Education, University of Reading, UK.Robin Stevens is a Principal Fellow in the Melbourne Conservatorium of Music at The University of Melbourne, Australia, and was formerly Associate Professor of Music Education at Deakin University, Australia.

List of ContributorsList of IllustrationsForeword – Sheila Woodward, President, International Society for Music EducationAcknowledgements1 Introduction – Gordon Cox and Robin StevensPART I – EUROPE2 Britain: ‘Opportunities and threats equally balanced’, Gordon Cox3 France: An uncertain and unequal combat, François Madurell 4 Germany: Educational goals, curricular structure, political principles, Wilfried Gruhn5 Ireland: Curriculum development in troubled times, Marie McCarthy6 Kosovo: A struggle for freedom and national identity, Besa Luzha7 Lithuania: The continuous assertion of national identity, Ruta Girdzijauskiene and Emilija Sakadolskis8 Norway: Educational progress or stasis on the outskirts of Europe?, Fred Ola Bjørnstad and Magne Espeland9 Spain: A journey from a nominal towards a universally implemented curriculum, Gabriel Rusinek and Susana SarfsonPART II – THE AMERICASA North America10 Canada: Diverse developments across the decades, Nancy F. Vogan11 United States of America: Reflections on the development and effectiveness of compulsory music education, Jere T. HumphreysB Latin America12 Argentina: From ‘Música Vocal’ to ‘Educación Artística: Música’, Ana Lucía Frega with Alicia de Couve and Claudia dal Pino13 Brazil: Context and fruition in school music education, Jusamara Souza14 Cuba: Music education and revolution, Lisa LorenzinoPART III – THE MIDDLE EAST15 Israel: From visions to implementation: Mapping the journey of music education, Lia Laor16 Turkey: The role of music education in socio-political and academic contexts, Dilek Göktürk CaryPART IV – AFRICA AND ASIA-PACIFIC17 Australia: Recurring problems and unresolved issues, Robin Stevens and Jane Southcott18 China: Socio-political constructions of school music, Wai-Chung Ho19 South Africa: Indigenous roots, cultural imposition and an uncertain future, Robin Stevens and Eric Akrofi20 Conclusion, Gordon Cox and Robin StevensINDEX

An invaluable tool for the researcher offering insight on historical developments, most obviously, but also on philosophical questions of the nature and purpose of music education, and political and sociological debate about the wider social contexts of institutional learning … [It] makes a real contribution to increasing international understanding of what it means to teach and learn music.