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Music education thrives on philosophical inquiry, the systematic
and critical examination of beliefs and assumptions. Yet
philosophy, often considered abstract and irrelevant, is often
absent from the daily life of music instructors. In The Oxford
Handbook of Philosophy in Music Education, editors Wayne D. Bowman
and Ana Lucia Frega have drawn together a variety of philosophical
perspectives from the profession's most exciting scholars. Rather
than relegating philosophical inquiry to moot questions and
abstract situations, the contributors to this volume address
everyday concerns faced by music educators everywhere,
demonstrating that philosophy offers a way of navigating the daily
professional life of music education and proving that critical
inquiry improves, enriches, and transforms instructional practice
for the better. Questioning every musical practice, instructional
aim, assumption, and conviction in music education, The Oxford
Handbook of Philosophy in Music Education presents new and
provocative approaches to the practice of teaching music. Bowman
and Frega go deeper than mere advocacy or a single point of view,
but rather conceive of philosophy as a dynamic process of debate
and reflection that must constantly evolve to meet the shifting
landscapes of music education. In place of the definitive answers
often associated with philosophical work, Bowman and Frega offer a
fascinating cross-section of often-contradictory approaches and
viewpoints. By bringing together essays by both established and
up-and-coming scholars from six continents, Bowman and Frega go
beyond the Western monopoly of philosophical practice and
acknowledge the diversity of cultures, instructors, and students
who take part in music education. This range of perspectives
invites broader participation in music instruction, and presents
alternative answers to many of the fields most pressing questions
and issues. By acknowledging the inherent plurality of music
educational practices, the Handbook opens up the field in new and
important ways. Emphasizing clarify, fairness, rigor, and utility
above all, The Oxford Handbook of Philosophy in Music Education
challenges music educators around the world to make their own
decisions and ultimately contribute to the conversation themselves.
This first-of-its-kind compendium unites perspectives from artists,
scholars, arts educators, policymakers and activists to investigate
the complex system of values surrounding artistic-educational
endeavors. Addressing a range of artistic domains, ranging from
music and dance, to visual arts and storytelling, contributors
offer an exploration and criticism of the conventions that govern
our interactions with these practices. Artistic Citizenship focuses
the responsibilities, and functions of amateur as well as
professional artists in society, and introduces a novel set of
ethics that are conventionally dismissed in discourses on the
topic. The authors address the questions: How does the concept of
citizenship relate to the arts? What socio-cultural, political, and
ethical "goods" can artistic engagements create for people
worldwide? Do particular artistic endeavors have distinctive
potentials for nurturing artistic citizenship? What are the most
effective strategies in the arts to institute change and/or resist
local, national, and world problems? What responsibilities do
artists and consumers of art have in order to facilitate the
relationship between the arts and citizenship? How can artistic
activities contribute to the eradication of various 'ism's? A
substantial accompanying website features video clips of
arts-in-action, videotaped interviews with scholars and
practitioners in a variety of global sites, a blog, and
supplementary resources about existing and emerging initiatives.
Thoroughly researched and engagingly written, Artistic Citizenship
is an essential text for artists, scholars, policy makers,
educators, and students.
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