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Explore the creative ways music educators across the country are
approaching emerging practices in music teaching and learning.
Outlined in twenty-five unique case studies, each program offers a
new perspective on music teaching and learning, often falling
outside the standard music education curriculum. Find innovative
ideas and models of successful practice to incorporate into your
teaching, whether in school, university, or community settings.
Close the gap between music inside and outside the music classroom
and spark student interest. The diversity of these real-world case
studies will inspire questioning and curiosity, stimulate lively
discussion and innovation, and provide much food for thought.
Designed for music teachers, preservice music education students,
and music education faculty, this project was supported by Society
for Music Teacher Education's (SMTE) Areas of Strategic Planning
and Action on Critical Examination of the Curriculum, which will
receive a portion of the proceeds.
Culturally relevant music can drive reform in urban education.
Teaching Music in the Urban Classroom, Volume 1: A Guide to
Survival, Success, and Reform opens a national-level conversation
aimed at making that goal a reality. This first of two volumes
addresses cultural responsivity, teaching strategies, and
alternative teaching models. Contributors, who include classroom
music teachers, inner city arts administrators, well-known
academics, and policy-makers from across the United States and
Canada, offer a full range of political, philosophical, and
practical approaches to reaching kids in urban schools. These
authors, whose voices are distinct and yet united, guide music
educators at every level, motivating them to challenge tired
assumptions, reconsider the issues, and transform their classrooms
and their students. See also: Teaching Music in the Urban
Classroom, Volume 2 ORDER BOTH VOLUMES 1 & 2 NOW AND SAVE!
1-57886-545-X $65.00 paper set / 1-57886-544-1 $130.00 cloth set
Explore the creative ways music educators across the country are
approaching emerging practices in music teaching and learning.
Outlined in twenty-five unique case studies, each program offers a
new perspective on music teaching and learning, often falling
outside the standard music education curriculum. Find innovative
ideas and models of successful practice to incorporate into your
teaching, whether in school, university, or community settings.
Close the gap between music inside and outside the music classroom
and spark student interest. The diversity of these real-world case
studies will inspire questioning and curiosity, stimulate lively
discussion and innovation, and provide much food for thought.
Designed for music teachers, preservice music education students,
and music education faculty, this project was supported by Society
for Music Teacher Education's (SMTE) Areas of Strategic Planning
and Action on Critical Examination of the Curriculum, which will
receive a portion of the proceeds.
Culturally relevant music can drive reform in urban education.
Teaching Music in the Urban Classroom, Volume 1: A Guide to
Survival, Success, and Reform opens a national-level conversation
aimed at making that goal a reality. This first of two volumes
addresses cultural responsivity, teaching strategies, and
alternative teaching models. Contributors, who include classroom
music teachers, inner city arts administrators, well-known
academics, and policy-makers from across the United States and
Canada, offer a full range of political, philosophical, and
practical approaches to reaching kids in urban schools. These
authors, whose voices are distinct and yet united, guide music
educators at every level, motivating them to challenge tired
assumptions, reconsider the issues, and transform their classrooms
and their students. See also: Teaching Music in the Urban
Classroom, Volume 2 ORDER BOTH VOLUMES 1 & 2 NOW AND SAVE!
1-57886-545-X
As the landscape of choral education changes - disrupted by Glee,
YouTube, and increasingly cheap audio production software -
teachers of choral conducting need current research in the field
that charts scholarly paths through contemporary debates and sets
an agenda for new critical thought and practice. Where, in the
digitizing world, is the field of choral pedagogy moving? Editor
Frank Abrahams and Paul D. Head, both experienced choral conductors
and teachers, offer here a comprehensive handbook of
newly-commissioned chapters that provide key scholarly-critical
perspectives on teaching and learning in the field of choral music,
written by academic scholars and researchers in tandem with active
choral conductors. As chapters in this book demonstrate, choral
pedagogy encompasses everything from conductors' gestures to the
administrative management of the choir. The contributors to The
Oxford Handbook of Choral Pedagogy address the full range of issues
in contemporary choral pedagogy, from repertoire to voice science
to the social and political aspects of choral singing. They also
cover the construction of a choral singer's personal identity, the
gendering of choral ensembles, social justice in choral education,
and the role of the choral art in society more generally. Included
scholarship focuses on both the United States and international
perspectives in five sections that address traditional paradigms of
the field and challenges to them; critical case studies on teaching
and conducting specific populations (such as international, school,
or barbershop choirs); the pedagogical functions of repertoire;
teaching as a way to construct identity; and new scholarly
methodologies in pedagogy and the voice.
As the landscape of choral education changes - disrupted by Glee,
YouTube, and increasingly cheap audio production software -
teachers of choral conducting need current research in the field
that charts scholarly paths through contemporary debates and sets
an agenda for new critical thought and practice. Where, in the
digitizing world, is the field of choral pedagogy moving? Editor
Frank Abrahams and Paul D. Head, both experienced choral conductors
and teachers, offer here a comprehensive handbook of
newly-commissioned chapters that provide key scholarly-critical
perspectives on teaching and learning in the field of choral music,
written by academic scholars and researchers in tandem with active
choral conductors. As chapters in this book demonstrate, choral
pedagogy encompasses everything from conductors' gestures to the
administrative management of the choir. The contributors to The
Oxford Handbook of Choral Pedagogy address the full range of issues
in contemporary choral pedagogy, from repertoire to voice science
to the social and political aspects of choral singing. They also
cover the construction of a choral singer's personal identity, the
gendering of choral ensembles, social justice in choral education,
and the role of the choral art in society more generally. Included
scholarship focuses on both the United States and international
perspectives in five sections that address traditional paradigms of
the field and challenges to them; critical case studies on teaching
and conducting specific populations (such as international, school,
or barbershop choirs); the pedagogical functions of repertoire;
teaching as a way to construct identity; and new scholarly
methodologies in pedagogy and the voice.
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