Bøker i Routledge Studies in Music Education-serien

Educational Change and the Secondary School Music Curriculum in Aotearoa New Zealand provides a fascinating case study in educational change. The music curriculum has been greatly affected by deep cultural and economic forces such as the growth of popular music''s importance in young people''s lives, by demands for inclusive and multicultural education, and not least by advances in technology that promise to invigorate all aspects of teaching and learning. This book brings together the work of a number of leading music education scholars and teachers from Aotearoa/New Zealand to both explore these issues and to share case studies of practice: both the positive changes and the unintended consequences. Each chapter focuses on a current issue in music education and the final chapter contains responses from a number of practitioners to the issues raised by the authors, drawing together the practical and theoretical dimensions of the book.

This book features studies on the future of music education from emerging scholars in the field. These studies are then supplemented by commentaries from established leaders of the music education community. Music Education covers topics such as music and leisure, new forms of media in music teaching and learning, the role of technology in music learning, popular music tuition in the expansion of curricular offering, and assessment of music education research. As such, it is an excellent reference for scholars and teachers as well as guide to the future of the discipline.

Focusing on democracy as a vital dimension in teaching music, this book visits music as democratic practice in both public schooling and in teacher education. Essays include the teaching of the arts as a response to democratic participation; diversity in music classes including issues such as race, gender, sexual orientation, socioeconomic status, and special needs; teaching as praxis within a democratic context; and music teaching as a form of social justice. Engaging with current scholarship in both local and global contexts, the book probes the philosophical nature of music and democracy and presents ways of democratizing music curriculum and human interactions within the classroom.

This book offers compelling new perspectives on the revolutionary potential of improvisation pedagogy. Bringing together contributions from leading musicians, scholars, and teachers from around the world, the volume articulates how improvisation can breathe new life into old curricula; how it can help teachers and students to communicate more effectively; how it can break down damaging ideological boundaries between classrooms and communities; and how it can help students become more thoughtful, engaged, and activist global citizens. In the last two decades, a growing number of music educators, music education researchers, musicologists, cultural theorists, creative practitioners, and ethnomusicologists have suggested that a greater emphasis on improvisation in music performance, history, and theory classes offers enormous potential for pedagogical enrichment. This book will help educators realize that potential by exploring improvisation along a variety of trajectories. Essays offer readers both theoretical explorations of improvisation and music education from a wide array of vantage points, and practical explanations of how the theory can be implemented in real situations in communities and classrooms. It will therefore be of interest to teachers and students in numerous modes of pedagogy and fields of study, as well as students and faculty in the academic fields of music education, jazz studies, ethnomusicology, musicology, cultural studies, and popular culture studies.

This book examines contemporary issues in music teaching and learning throughout the lifespan, illuminating trends shaping modern research in music education. Exploring music teaching and learning practices through the lens of human development, sections highlight recent research on topics that shape music learning trajectories. Themes uniting the book include human development, assessment strategies, technological applications, professional practices, and cultural understanding. It will be of interest to a range of fields including music therapy, lifelong learning, adult learning, human development, community music, psychology of music, and research design.

This book explores the music of Africa and its experience in modern education, offering music education analyses from African perspectives. The collection assembles insights from around Africa to bring African and non-African scholars into the world of music, education, policy, and assessment as played out across the continent.

Knowledge and Music Education: A Social Realist Account explores current challenges for music education in relation to wider philosophical and political debates, and seeks to find a way forward for the field by rethinking the nature and value of epistemic knowledge in the wake of postmodern critiques. Focusing on secondary school music, and considering changes in approaches to teaching over time, this book seeks to understand the forces at play that enhance or undermine music's contribution to a socially just curriculum for all. The author argues that the unique nature of disciplinary-derived knowledge provides students with essential cognitive development, and must be integrated with the turn to more inclusive, student-centred, and culturally responsive teaching. Connecting theoretical issues with concrete curriculum design, the book considers how we can give music students the benefits of specialised subject knowledge without returning to a traditional past.

This book features studies on the future of music education from emerging scholars in the field. These studies are then supplemented by commentaries from established leaders of the music education community. Music Education covers topics such as music and leisure, new forms of media in music teaching and learning, the role of technology i

This book offers new perspectives on the revolutionary potential of improvisation pedagogy. A global range of contributors articulate how improvisation can reinvigorate old curricula; help teachers and students communicate more effectively; break down boundaries between classrooms and communities; and help students become more engaged global cit

This book examines contemporary issues in music teaching and learning throughout the lifespan, illuminating trends shaping modern research in music education. Exploring music teaching and learning practices through the lens of human development, sections highlight recent research on topics that shape music learning trajectories. Themes uniting t