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This book examines how music education presents opportunities to
shape democratic awareness through political, pedagogical, and
humanistic perspectives. Focusing on democracy as a vital dimension
in teaching music, the essays in this volume have particular
relevance to teaching music as democratic practice in both public
schooling and in teacher education. Although music educators have
much to learn from others in the educational field, the actual
teaching of music involves social and political dimensions unique
to the arts. In addition, teaching music as democratic practice
demands a pedagogical foundation not often examined in the general
teacher education community. Essays include the teaching of the
arts as a critical response to democratic participation; exploring
democracy in the music classroom with such issues as safe spaces,
sexual orientation, music of the Holocaust, improvisation, race and
technology; and music teaching/music teacher education as a form of
social justice. Engaging with current scholarship, the book not
only probes the philosophical nature of music and democracy, but
also presents ways of democratizing music curriculum and human
interactions within the classroom. This volume offers the
collective wisdom of international scholars, teachers, and teacher
educators and will be essential reading for those who teach music
as a vital force for change and social justice in both local and
global contexts.
This book examines how music education presents opportunities to
shape democratic awareness through political, pedagogical, and
humanistic perspectives. Focusing on democracy as a vital dimension
in teaching music, the essays in this volume have particular
relevance to teaching music as democratic practice in both public
schooling and in teacher education. Although music educators have
much to learn from others in the educational field, the actual
teaching of music involves social and political dimensions unique
to the arts. In addition, teaching music as democratic practice
demands a pedagogical foundation not often examined in the general
teacher education community. Essays include the teaching of the
arts as a critical response to democratic participation; exploring
democracy in the music classroom with such issues as safe spaces,
sexual orientation, music of the Holocaust, improvisation, race and
technology; and music teaching/music teacher education as a form of
social justice. Engaging with current scholarship, the book not
only probes the philosophical nature of music and democracy, but
also presents ways of democratizing music curriculum and human
interactions within the classroom. This volume offers the
collective wisdom of international scholars, teachers, and teacher
educators and will be essential reading for those who teach music
as a vital force for change and social justice in both local and
global contexts.
Teaching Music for Social Justice offers a fresh, innovative
approach to teaching general music. This book is a timely
collection of lesson plans and units that artfully blend music
making with relevant issues of social justice. Particularly
accessible to middle and high school classroom music teachers, it
includes a companion website with links to all of the music
listening and videos. Authors Lisa C. DeLorenzo and Marissa
Silverman, accomplished music educators with extensive careers
thinking about the relationship between music education and social
justice, have composed student-centered lessons with thoughtful
discussion prompts, experiences with diverse genres and styles of
music, and technology-integrated music making projects that will
activate students' creativity and empathy. Unit topics-ranging from
"War" to "Climate Change"-include cross-disciplinary lessons with
the arts playing a central role in developing understanding.
Well-researched introductory materials as well as "how-to" guides
for topics, such as "composing in the classroom," make the text
especially practical and approachable. This book is an essential
resource, with ready-to-go lessons and classroom materials. Music
teachers will now have a unique, new lens for engaging students in
purposeful music making toward social justice.
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