Rent 9780195388152 | Critical Issues in Music Education : Contemporary Theory and Practice | Abeles, Harold F.; Custodero, Lori A. @knetbooks.com

Summary Table of Contents Author Biography

Critical Issues in Music Education: Contemporary Theory and Practice is an edited volume designed primarily as an introductory graduate text or capstone undergraduate text for music education students, providing an in-depth examination of critical issues for early-career music educators. Most undergraduate music teacher education focuses on developing the skills and understandings necessary to become a practitioner; this text, however, links theory to teaching practice andoffers a variety of perspectives to give music teachers the comprehensive... MORE

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Preface	p. ix
Contributors	p. xi
The Historical Contexts of Music Education	p. 1
Introduction	p. 1
Music Education in the First Half of the 20th Century	p. 2
Federal Education Policy and Music Education: 1950 to Present	p. 4
Equity Issues in Music Education: 1950 to Present	p. 12
Summary	p. 19
Suggested Readings	p. 21
Music as Sociocultural Phenomenon: Interactions with Music Education	p. 23
Introduction	p. 23
Sociology in Education, Music, and Music Education	p. 24
Formalism: Functionalist (Durkheim) and Rationalized (Weber)	p. 26
Critical theory, the Frankfurt School, and Critical Pedagogy	p. 27
Interaction Theories in Music Education	p. 28
Social Justice: Interactions with Webs of Difference	p. 29
Technology Transforming Music Education	p. 34
Summary	p. 36
Suggested Readings	p. 38
Philosophical Perspectives of Music Education	p. 39
Introduction	p. 39
Philosophy and Education	p. 40
Aesthetic Philosophy	p. 43
Philosophical Rationales for Music in the Schools	p. 49
Conclusion	p. 59
Suggested Readings	p. 60
Meaning and Experience: The Musical Learner	p. 61
Introduction	p. 61
Musical Meaning and Embodiment	p. 62
Processing Experience: Cognitive Structures and
Connections	p. 67
The "Creating" Mind: Constructing and Interpreting Music	p. 72
Key Issues in Music Learning	p. 77
Meaningful Engagement in Music Teaching and Learning	p. 84
Suggested Readings	p. 86
The Learner in Community	p. 87
Introduction	p. 87
The Community of Learners	p. 87
Learning Strategies in Community	p. 95
Communities of Music Learning	p. 104
Summary	p. 110
Suggested Readings	p. 112
Music Learning and Musical Development	p. 113
Introduction	p. 113
Key Issues in Musical Development	p. 114
General Theories of Development and Musical Applications	p. 118
Pathways and Patterns of Musical Development	p. 125
Developmental Characteristics of Music Learners	p. 133
Summary: On Being and Becoming Musical	p. 140
Suggested Readings	p. 142
Curriculum	p. 143
Introduction	p. 143
Scientific and Technical Rationality	p. 148
Curriculum Reconceptualized	p. 155
"Multicultural" Curriculum	p. 159
Some Concluding Remarks	p. 164
Suggested Readings	p. 166
Assessing Music Learning	p. 167
Introduction	p. 167
Characteristics of Assessment Tools	p. 171
Assessing the Outcomes of Music Instruction	p. 175
Alternative Approaches to the Assessment of the Outcomes of Music Instruction	p. 178
Standardized Testing in Music	p. 187
State and National Assessments of Achievement in Music Education	p. 189
Evaluating School Music Programs	p. 190
Conclusion	p. 191
Suggested Readings	p. 193
Methods and Approaches	p. 194
Introduction	p. 194
What is a Method?	p. 195
Emile Jacques-Dalcroze	p. 196
Kodaly	p. 198
CarlOrff	p. 201
Shinichi Suzuki	p. 204
Edwin Gordon	p. 208
General Issues and Lingering Thoughts	p. 211
Suggested Readings	p. 214
Choosing Music Literature	p. 215
Randall Everett Allsup Introduction	p. 215
The Problems of Tradition	p. 216
The Problems of Change	p. 221
Teacher Judgment	p. 227
Summary	p. 233
Suggested Readings	p. 235
Music Education Technology	p. 236
Introduction	p. 236
Technology in the Music Classroom	p. 236
Classroom Environments	p. 239
Computer-Aided Instruction	p. 243
Music Production Software	p. 248
New Instruments	p. 252
New Media-New Directions	p. 255
Conclusion	p. 256
Suggested Readings	p. 258
Issues Facing Music Teacher Education in the 21st Century: Developing Leaders in the Field	p. 259
Introduction	p. 259
Music Teacher Education Research Context	p. 260
Music Teacher Education Policy Context	p. 262
Recruitment of Music Education Majors into the Preservice Program	p. 262
General Issues in Music Teacher Education Curriculum	p. 263
Supporting Beginning Music Teachers	p. 268
Conclusion	p. 274
Suggested Readings	p. 275
The Inquiring Music Teacher	p. 276
Introduction	p. 276
Sources of Research in Music Education	p. 278
Approaches to Research Methods	p. 280
Quantitative Approaches to Research	p. 282
Historical Research	p. 290
Qualitative Research	p. 291
Action Research and Teachers as Researchers	p. 299
Summary	p. 300
Suggested Readings	p. 302
Framing a Professional Life: Music Teacher Development through Collaboration and Leadership	p. 303
Introduction	p. 303
International Opportunities for Professional Development	p. 308
Envisioning a Career Path	p. 309
Advocating and Initiating Change: Providing Leadership	p. 309
Conclusion	p. 317
Suggested Readings	p. 319
References	p. 321
Index	p. 351
Table of Contents provided by Ingram. All Rights Reserved.

Harold F. Abeles is Professor of Music and Music Education at Teachers College, Columbia University. He is Co-Director of the Center for Arts Education Research and has served on the editorial boards of several journals including Journal of Research in Music Education, Psychomusicology, Dialogue in Instrumental Music Education, and Update. He has also coauthored the Foundations of Music Education.
Lori A. Custodero is Associate Professor and Coordinator of the Program in Music and Music Education at Teachers College, Columbia University. She has published numerous articles in Journal of Research in Music Education, Journal of Aesthetic Education, Music Education Research, British Journal of Music Education, and Applied Developmental Psychology.

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