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| Author | : Colleen Marie Conway |
| Publisher | : |
| Total Pages | : 980 |
| Release | : 2020 |
| Genre | : Education |
| ISBN | : 0190671408 |
The Oxford Handbook of Preservice Music Teacher Education in the United States advocates for increased cultural engagement in Pre-K-12 music education.
| Author | : Colleen M. Conway |
| Publisher | : Oxford Handbooks |
| Total Pages | : 697 |
| Release | : 2014 |
| Genre | : Music |
| ISBN | : 0199844275 |
The Handbook of Qualitative Research in American Music Education is a resource for music education researchers, music education graduate students, and P-16 music teachers. Qualitative research has become an increasingly popular research approach in music education in the last 20 years and until now there has been no source that clarifies terms, challenges, and issues in qualitative research for music education. This Handbook provides that clarification and presents model qualitative studies within the various music education disciplines. The first section of the text defines qualitative research, provides a history of qualitative research in music education, clarifies epistemological foundations and theoretical frameworks and addresses quality in qualitative research. The approaches of case study, ethnography, phenomenology, narrative, and practitioner inquiry are addressed in the second section. Part III examines data collection and analysis with regard to observations, interviews, documents and multi-media data. Within the 11 chapters in the fourth part of the book authors provide syntheses of qualitative research within various areas of music education (i.e., early childhood, strings, and teacher education). The final part of the book examines technology, rigor, ethics, and the future of qualitative research.
| Author | : Cathy Benedict |
| Publisher | : Oxford University Press |
| Total Pages | : 737 |
| Release | : 2015 |
| Genre | : Education |
| ISBN | : 0199356157 |
The Oxford Handbook of Social Justice in Music Education provides a comprehensive overview and scholarly analyses of challenges relating to social justice in musical and educational practice worldwide, and provides practical suggestions that should result in more equitable and humane learning opportunities for students of all ages.
| Author | : Marshall Haning |
| Publisher | : Taylor & Francis |
| Total Pages | : 105 |
| Release | : 2024-05-15 |
| Genre | : Music |
| ISBN | : 1040094236 |
For decades, scholars in the field of music education have recognized the need for growth and change in our approach to teaching music, yet despite these calls for change, the music education curriculum today remains remarkably similar to that of a century ago. Points of Disruption in the Music Education Curriculum, Volume 2: Individual Changes is one of two volumes that bring together applied suggestions, analyses, and best practices for disrupting cycles of replication in the curriculum of K-12 and collegiate music education programs in the United States and beyond, considering disruption as a force for positive change. Identifying specific strategies for interrupting or reimagining traditional practices, the contributors provide music teachers and music educators with a variety of potential practical approaches to creating changes that foster a better musical education at all levels of the curriculum. This second volume focuses on changes that can be implemented by individual educators, covering topics including transcultural approaches, student-teacher power relations, methods courses, integrated music education, and administrator support of teacher agency, student–teacher power relations, and reimagining music education. Bringing together 6 thought-provoking chapters, this book offers a diverse set of concrete strategies that will be useful to a wide range of music education stakeholders, including teachers, administrators, and curriculum designers.
| Author | : Alex Ruthmann |
| Publisher | : Oxford University Press |
| Total Pages | : 737 |
| Release | : 2017 |
| Genre | : Juvenile Nonfiction |
| ISBN | : 0199372136 |
The Oxford Handbook of Technology and Music Education situates technology in relation to music education from perspectives: historical, philosophical, socio-cultural, pedagogical, musical, economic, and policy.Chapters from a diverse group of authors provide analyses of technology and music education through intersections of gender, theoretical perspective, geographical distribution, and relationship to the field.
| Author | : Colleen M. Conway |
| Publisher | : Oxford University Press |
| Total Pages | : 337 |
| Release | : 2020-01-20 |
| Genre | : Music |
| ISBN | : 019094532X |
With five newly written chapters and sizable additions to nine original chapters, this second edition of Teaching Music in Higher Education provides a welcome update to author Colleen M. Conway's essential guide. In the book's new chapters, Conway offers insights beyond music and cognition including gender identity, sexual identity, and issues of cultural diversity not addressed in the first edition. Conway also covers technology in instructional settings and includes new references and updated student vignettes. Designed for faculty and graduate assistants working with undergraduate music majors as well as non-majors in colleges and universities, the book is designed to fit within a typical 15-week semester. The book's three sections address concerns about undergraduate curricula that meet National Association of School of Music requirements as well as teacher education requirements for music education majors in most states. Part I includes chapters on assessment and grading in music courses; understanding students' cognitive, musical, and identity growth; and syllabus design. Part II focuses on creating a culture for learning; instructional strategies to facilitate active learning; and applied studio teaching. Part III addresses growth in teaching practices for the college music professor and focuses on the job search in higher education, feedback from students, and navigating a career in higher education. The book features highly useful templates including a departmental assessment report, forms for student midterm and final evaluation, a Faculty Activities Report for music professors, and a tenure and promotion materials packet. Each of the three sections of the book makes reference to relevant research from the higher education or learning sciences literature as well as suggestions for further reading in the various topic areas.
| Author | : José Luis Aróstegui |
| Publisher | : SAGE Publications Limited |
| Total Pages | : 667 |
| Release | : 2024-09-27 |
| Genre | : Education |
| ISBN | : 1529679621 |
The Sage Handbook of School Music Education stands as an essential guide for navigating the evolving educational landscape in the wake of the 2008 financial crisis and the transformative impact of the COVID-19 pandemic. The handbook addresses philosophical foundations, social justice challenges, the envisioning of a transformative curriculum, and critical issues in music teacher education. Written by a diverse team of leading scholars, this handbook offers a truly global perspective with contributors from Africa, Asia, Australasia, Europe, and North and South America. The handbook engages with the profound interplay of economic, political, and social forces that shape educational policies. Scholars within this collaborative work delve into what it means to educate in a world undergoing significant changes. This entails an exploration of emerging educational approaches, considerations for societal implications, and the interconnectedness of school music education with broader curricular and global contexts. As a cohesive resource, The Sage Handbook of School Music Education not only addresses the challenges faced by educators but also envisions the transformative potential of music education in fostering creativity, inclusivity, and adaptability. This handbook serves as a compass for students, practitioners and scholars in the field, and all those passionate about navigating the complexities of redefining music education for a new era. Part 1: Foundations Part 2: Struggling for Social Justice Through Music Education Part 3: Curriculum Development Part 4: Teacher Education
| Author | : Jay Dorfman |
| Publisher | : Oxford University Press |
| Total Pages | : 217 |
| Release | : 2022-01-28 |
| Genre | : Educational technology |
| ISBN | : 0197558984 |
Technology is an increasingly popular part of music education in schools that attracts students to school music who might not otherwise be involved. In many teacher preparation programs, music technology is an afterthought that does not receive the same extensive treatment as do traditional areas of music teaching such as band, orchestra, choir, and general music. This book helps to establish a theoretical and practical foundation for how to teach students to use technology as the major means for developing their musicianship. Including discussions of lesson planning, lesson delivery, and assessment, readers will learn how to gain comfort in the music technology lab. Theory and Practice of Technology-Based Music Instruction also includes "profiles of practice" that dive into the experiences of real teachers in music technology classes, their struggles, their successes, and lessons we can learn from both. In this second edition, new profiles feature Teachers of Color who use technology extensively in their varied types of music teaching. This edition encourages readers to think about issues of inequity of social justice in music education technology and how teachers might begin to address those concerns. Also updated are sections about new standards that may guide music education technology practice, about distance and technology-enhanced learning during the global pandemic, and about ways to integrate technology in emerging contexts.
| Author | : Clint Randles |
| Publisher | : Oxford University Press |
| Total Pages | : 285 |
| Release | : 2022 |
| Genre | : Composition (Music) |
| ISBN | : 0197519458 |
"Now is the most exciting time in the history of music to be a music teacher. Band, choir, and orchestra are ubiquitous. Music education has much to be thankful for. However, we should not be comfortable with the successes of our past, we must look ahead to what is just over the hill on our collective horizon. The rise of digital audio work environments and the proliferation of computer-based composition tools has made it relatively easy to record, mix, and master professional quality music on very small and portable devices. What used to be relegated only to music professionals can now be mastered by all musicians and teachers of music. That opens the door to possibilities that have not yet been given full consideration by our profession. Over half of what music teachers should be doing from now on is helping students make their own music like art teachers help students paint their own paintings and sketch their own drawings. Music education could look and feel quite a lot more like art class than it ever has in the past. We could make the creation of new musical products the focal point of our efforts in school music-classrooms centered on musical creativities"--
| Author | : Patrick M. Jenlink |
| Publisher | : Rowman & Littlefield |
| Total Pages | : 215 |
| Release | : 2021-05-08 |
| Genre | : Education |
| ISBN | : 147585918X |
Understanding Teacher Identity: The Complexities of Forming an Identity as Professional Teacher introduces the reader to a collection of research-based works by authors that represent current research concerning the complexities of teacher identity and the role of teacher preparation programs in shaping the identity of teachers. Important to teacher preparation, as a profession, is a realization that the psychological, philosophical, theoretical, and pedagogical underpinnings of teacher identity have critical importance in shaping who the teacher is, and will continue to become in his/her practice. Teacher identity is an instrumental factor in teachers’ and the students’ success. Chapter One opens the book with a focus on the development of teacher identity, providing an introduction to the book and an understanding of the growing importance of identity in becoming a teacher. Chapters Two–Nine present field-based research that examines the complexities of teacher identity in teacher preparation and the importance of teacher identity in the teaching and learning experiences of the classroom. Finally, Chapter Ten presents an epilogue focusing on teacher identity and the importance, as teacher educators and practitioners, of making sense of who we are and how identity plays a critical role in the preparation and practice of teachers.
