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 pupils This 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.

This title was first published in 2002: This volume explores educational reforms and innovations in music teaching in England between 1923 and 1999. Gordon Cox investigates the key reforms which attempted to give life to music in schools, and describes teachers' reactions to such innovations. By taking classroom practice and teacher experiences as seriously as policy making and education rhetoric, this book broadens the horizons of historical investigation into music education.

This title was first published in 2002: This volume explores educational reforms and innovations in music teaching in England between 1923 and 1999. Gordon Cox investigates the key reforms which attempted to give life to music in schools, and describes teachers' reactions to such innovations. By taking classroom practice and teacher experiences as seriously as policy making and education rhetoric, this book broadens the horizons of historical investigation into music education.

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 pupils This 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.

Our aim in writing this book is to try to show how igneous rocks can be persuaded to reveal some ofthe secrets of their origins. The data of igneous rocks consist of field relations, texture, mineralogy, and geochemistry. Additionally, experimental petrology tells us how igneous systems might be expected to behave. Working on this material we attempt to show how hypotheses concerning the origins and evolution of magmas are proposed and tested, and thus illuminate the interesting and fundamental problems of petrogenesis. The book assumes a modest knowledge of basic petro graphy, mineralogy, classification, and regional igneous geology. It has a role complementary to various established texts, several of which are descriptively good and give wide coverage and evaluation of petrogenetic ideas in various degrees of detail. Existing texts do not on the whole, however, deal with methodology, though this is one of the more important aspects of the subject. At first sight it may appear that the current work is a guidebook for the prospective research worker and thus has little relevance for the non-specialist student of geology. We hope this will prove to be far from the case. The methodological approach has an inherent interest because it can provide the reader with problems he can solve for himself, and as an almost incidental consequence he will acquire a satisfying understanding."