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Topics covered include growth processes, learning theory,
functional music, the range of musical experience, technology and
evaluation.
The Teaching of Instrumental Music, Fifth Edition introduces music
education majors to basic instrumental pedagogy for the instruments
and ensembles commonly found in the elementary and secondary
curricula. It focuses on the core competencies required for teacher
certification in instrumental music, with the pervasive philosophy
to assist teachers as they develop an instrumental music program
based on understanding and respecting all types of music. Parts I
and II focus on essential issues for a successful instrumental
program, presenting first the history and foundations, followed by
effective strategies in administrative tasks and classroom
teaching. Parts III, IV, and V are devoted to the skills and
techniques of woodwind, brass and percussion, and string
instruments. In all, The Teaching of Instrumental Music is the
complete reference for the beginning instrumental teacher, commonly
retained in a student's professional library for its unique and
comprehensive coverage. NEW TO THIS EDITION: Revision and updating
of curriculum developments, such as coordinating State Department
of Education student learning objectives with the recent Every
Student Succeeds Act (ESSA) New discussion of the NAfME National
Standards as they relate to the teaching of instrumental music
Revamping of rehearsing instrumental ensembles chapters, including
new or expanded sections on programming, choosing quality music,
and applying successful rehearsal techniques Updates on references,
plus new discussion questions, and websites and internet links A
chapter devoted to classroom guitar Updates on the use of
technology for teaching and learning music More on healthy
performance practice, marching band, and jazz band Online materials
located in the eResources section on the Routledge website.
The Teaching of Instrumental Music, Fifth Edition introduces music
education majors to basic instrumental pedagogy for the instruments
and ensembles commonly found in the elementary and secondary
curricula. It focuses on the core competencies required for teacher
certification in instrumental music, with the pervasive philosophy
to assist teachers as they develop an instrumental music program
based on understanding and respecting all types of music. Parts I
and II focus on essential issues for a successful instrumental
program, presenting first the history and foundations, followed by
effective strategies in administrative tasks and classroom
teaching. Parts III, IV, and V are devoted to the skills and
techniques of woodwind, brass and percussion, and string
instruments. In all, The Teaching of Instrumental Music is the
complete reference for the beginning instrumental teacher, commonly
retained in a student's professional library for its unique and
comprehensive coverage. NEW TO THIS EDITION: Revision and updating
of curriculum developments, such as coordinating State Department
of Education student learning objectives with the recent Every
Student Succeeds Act (ESSA) New discussion of the NAfME National
Standards as they relate to the teaching of instrumental music
Revamping of rehearsing instrumental ensembles chapters, including
new or expanded sections on programming, choosing quality music,
and applying successful rehearsal techniques Updates on references,
plus new discussion questions, and websites and internet links A
chapter devoted to classroom guitar Updates on the use of
technology for teaching and learning music More on healthy
performance practice, marching band, and jazz band Online materials
located in the eResources section on the Routledge website.
Answering fundamental questions about musical preference, ability,
and communication, the field of Musical Cognition and Development
is critical to the understanding of how music is processed,
grasped, and learned. Drawn from the widely acclaimed New Handbook
of Research on Music Teaching and
Learning (Oxford, 2002), the MENC Handbook of Musical Cognition and
Development covers the latest theoretical and practical techniques
that explain meaning and understanding in music. A distinguished
team of internationally recognized experts offers cogent and
concise insights providing readers
up-to-date information and references. The volume covers the most
important topics in this field, including skill development in
music performance, research on communicating music expressiveness,
the neurobiology of music, the cognitive constraints in the
listening process, and music and medicine as
applied to neuroscience.
Practical and affordable, this volume will prove essential for
students and scholars of music education and the psychology of
music. It is both an excellent starting point for those looking to
gain an orientation to the field, and an up-to-date presentation of
the most recent research findings for
experienced researchers, instructors, and pedagogues.
Policy and the Political Life of Music Education is the first book
of its kind in the field of Music Education. It offers a
far-reaching and innovative outlook, bringing together expert
voices who provide a multifaceted and global set of insights into a
critical arena for action today: policy. On one hand, the book
helps the novice to make sense of what policy is, how it functions,
and how it is discussed in various parts of the world; while on the
other, it offers the experienced educator a set of critically
written analyses that outline the state of the play of music
education policy thinking. As policy participation remains largely
underexplored in music education, the book helps to clarify to
teachers how policy thinking does shape educational action and
directly influences the nature, extent, and impact of our programs.
The goal is to help readers understand the complexities of policy
and to become better skilled in how to think, speak, and act in
policy terms. The book provides new ways to understand and
therefore imagine policy, approximating it to the lives of
educators and highlighting its importance and impact. This is an
essential read for anyone interested in change and how to better
understand decision-making within music and education. Finally,
this book, while aimed at the growth of music educators'
knowledge-base regarding policy, also fosters 'open thinking'
regarding policy as subject, helping educators straddling arts and
education to recognize that policy thinking can offer creative
designs for educational change.
Answering fundamental questions about musical preference, ability,
and communication, the field of Musical Cognition and Development
is critical to the understanding of how music is processed,
grasped, and learned. Drawn from the widely acclaimed New Handbook
of Research on Music Teaching and Learning (Oxford, 2002), the MENC
Handbook of Musical Cognition and Development covers the latest
theoretical and practical techniques that explain meaning and
understanding in music. A distinguished team of internationally
recognized experts offers cogent and concise insights providing
readers up-to-date information and references. The volume covers
the most important topics in this field, including skill
development in music performance, research on communicating music
expressiveness, the neurobiology of music, the cognitive
constraints in the listening process, and music and medicine as
applied to neuroscience.
Practical and affordable, this volume will prove essential for
students and scholars of music education and the psychology of
music. It is both an excellent starting point for those looking to
gain an orientation to the field, and an up-to-date presentation of
the most recent research findings for experienced researchers,
instructors, and pedagogues.
The MENC Handbook of Research on Music Learning, Volume 1:
Strategies brings together the best and most current research on
methods for music learning, focusing squarely on the profession's
empirical and conceptual knowledge of how students gain competence
in music at various ages and in different contexts. The collection
of chapters, written by the foremost figures active in the field,
takes a broad theoretical perspective on current, critical areas of
research, including music development, music listening and reading,
motivation and self-regulated learning in music, music perception,
and movement. The book's companion volume, Applications, builds an
extensive and solid position of practice upon the frameworks and
research presented here.
Throughout both volumes in this essential set, focus is placed on
the musical knowledge and musical skills needed to perform, create,
understand, reflect on, enjoy, value, and respond to music. A key
point of emphasis rests on the relationship between music learning
and finding meaning in music, and as music technology plays an
increasingly important role in learning today, chapters move beyond
exclusively formal classroom instruction into other forms of
systematic learning and informal instruction.
Either individually or paired with its companion Volume 2:
Applications, this indispensable overview of this growing area of
inquiry will appeal to students and scholars in Music Education, as
well as front-line music educators in the classroom.
The MENC Handbook of Research on Music Learning, Volume 2:
Applications brings together the best and most current research on
best practice for music learning, focusing squarely on the
profession's empirical and conceptual knowledge of how students
gain competence in music at various ages and in different contexts.
The collection of chapters, written by the foremost figures active
in the field, addresses a range of best practices for approaching
current and important areas in the field, including cognition and
perception, music listening, vocal/choral learning, and the needs
of special learners. The book's companion volume, Strategies,
provides the solid theoretical framework and extensive research
upon which these practices stand.
Throughout both volumes in this essential set, focus is placed on
the musical knowledge and musical skills needed to perform, create,
understand, reflect on, enjoy, value, and respond to music. A key
point of emphasis rests on the relationship between music learning
and finding meaning in music, and as music technology plays an
increasingly important role in learning today, chapters move beyond
exclusively formal classroom instruction into other forms of
systematic learning and informal instruction.
Either individually or paired with its companion Volume 1:
Strategies, this indispensable overview of this growing area of
inquiry will appeal to students and scholars in Music Education, as
well as front-line music educators in the classroom.
Combining key selections from the classic MENC Handbook of Research
on Music Teaching and Learning (Schirmer, 1992) and the widely
acclaimed New Handbook of Research on Music Teaching and Learning
(Oxford, 2002), the MENC Handbook of Research Methodologies
presents comprehensive coverage of
the most important issues in music education research in a handy
and accessible format. A distinguished team of internationally
recognized experts offers cogent and concise insights that provide
readers with up-to-date information and references. The volume
covers the most important topics in this
field, including the role of research in music education,
philosophical, historical, qualitative, and quantitative research,
as well as assessment and its relationship to research.
Practical and affordable, this volume will prove essential for
students and scholars of music education. It is both an excellent
starting point for those looking to gain an orientation to the
field, and an up-to-date reference guide to the most effective
strategies for experienced researchers,
instructors, and pedagogues.
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