Music, Informal Learning and the School

2008
Music, Informal Learning and the School

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  • Author: Lucy Green
  • Publisher: Ashgate Publishing, Ltd.
  • ISBN: 9780754662426
  • Category : Music
  • Languages : en
  • Pages : 244

The aim of this book is to present a detailed and theoretical analysis of what went on during a research-and-development project which introduced and evaluated new pedagogical methods in the music classroom. The book looks at how things occurred, why and what benefits and challanges the project seemed to offer to music education.

Future Prospects for Music Education

2012-01-17
Future Prospects for Music Education

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  • Author: Vesa Kurkela
  • Publisher: Cambridge Scholars Publishing
  • ISBN: 1443836893
  • Category : Music
  • Languages : en
  • Pages : 230

Informal learning pedagogy has become a major topic within the international field of music education, due in no small part to Lucy Green’s groundbreaking research on popular musicians’ learning, as well as her subsequent efforts to turn her research findings into a pedagogy that can be implemented in comprehensive school music education. This has generated massive interest and attention among music education practitioners and scholars worldwide. With experience of studying and working within higher music education in the Nordic countries, the editors of this anthology, Sidsel Karlsen and Lauri Väkevä, are well acquainted with popular music-related informal learning pedagogies, which have formed an important aspect of comprehensive school music education in the Nordic countries for more than two decades. With this familiarity also comes a wish to contribute to the critical examination and further development of existing practices, by corroborating informal learning pedagogy in popular music from different angles. The introduction of this book explores different theoretical starting points for investigations of the formal-informal nexus. The following chapters, written by an international community of experienced music education scholars and practitioners, afford critical examinations of informal learning pedagogies from various perspectives, either theoretical or research-based. In the last chapter, Lucy Green paves the way for moving informal and aural learning into the traditional instrumental music lesson. Altogether, the anthology aims to explore some of the future prospects for music education with informal learning pedagogy as the focal point.

How Popular Musicians Learn

2017-03-02
How Popular Musicians Learn

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  • Author: Lucy Green
  • Publisher: Routledge
  • ISBN: 1351930222
  • Category : Music
  • Languages : en
  • Pages : 162

Popular musicians acquire some or all of their skills and knowledge informally, outside school or university, and with little help from trained instrumental teachers. How do they go about this process? Despite the fact that popular music has recently entered formal music education, we have as yet a limited understanding of the learning practices adopted by its musicians. Nor do we know why so many popular musicians in the past turned away from music education, or how young popular musicians today are responding to it. Drawing on a series of interviews with musicians aged between fifteen and fifty, Lucy Green explores the nature of pop musicians' informal learning practices, attitudes and values, the extent to which these altered over the last forty years, and the experiences of the musicians in formal music education. Through a comparison of the characteristics of informal pop music learning with those of more formal music education, the book offers insights into how we might re-invigorate the musical involvement of the population. Could the creation of a teaching culture that recognizes and rewards aural imitation, improvisation and experimentation, as well as commitment and passion, encourage more people to make music? Since the hardback publication of this book in 2001, the author has explored many of its themes through practical work in school classrooms. Her follow-up book, Music, Informal Learning and the School: A New Classroom Pedagogy (2008) appears in the same Ashgate series.

Music, Informal Learning and the School: A New Classroom Pedagogy

2017-03-02
Music, Informal Learning and the School: A New Classroom Pedagogy

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  • Author: Lucy Green
  • Publisher: Routledge
  • ISBN: 1351916300
  • Category : Music
  • Languages : en
  • Pages : 375

This pioneering book reveals how the music classroom can draw upon the world of popular musicians' informal learning practices, so as to recognize and foster a range of musical skills and knowledge that have long been overlooked within music education. It investigates how far informal learning practices are possible and desirable in a classroom context; how they can affect young teenagers' musical skill and knowledge acquisition; and how they can change the ways students listen to, understand and appreciate music as critical listeners, not only in relation to what they already know, but beyond. It examines students' motivations towards music education, their autonomy as learners, and their capacity to work co-operatively in groups without instructional guidance from teachers. It suggests how we can awaken students' awareness of their own musicality, particularly those who might not otherwise be reached by music education, putting the potential for musical development and participation into their own hands. Bringing informal learning practices into a school environment is challenging for teachers. It can appear to conflict with their views of professionalism, and may at times seem to run against official educational discourses, pedagogic methods and curricular requirements. But any conflict is more apparent than real, for this book shows how informal learning practices can introduce fresh, constructive ways for music teachers to understand and approach their work. It offers a critical pedagogy for music, not as mere theory, but as an analytical account of practices which have fundamentally influenced the perspectives of the teachers involved. Through its grounded examples and discussions of alternative approaches to classroom work and classroom relations, the book reaches out beyond music to other curriculum subjects, and wider debates about pedagogy and curriculum.

Learning to Teach Music in the Secondary School

2016-04-21
Learning to Teach Music in the Secondary School

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  • Author: Carolyn Cooke
  • Publisher: Routledge
  • ISBN: 1317219252
  • Category : Education
  • Languages : en
  • Pages : 264

This 3rd edition of Learning to Teach Music in the Secondary School has been thoroughly revised to take account of the latest initiatives, research and scholarship in the field of music education, and the most recent changes to the curriculum. By focusing on overarching principles, it aims to develop reflective practitioners who will creatively and critically examine their own and others’ ideas about music education, and the ways in which children learn music. Providing an overview of contemporary issues in music teaching and learning from a range of perspectives, the book focuses on teaching music musically, and enables the reader to: place music education in its historical and social context consider the nature of musical knowledge and how teachers can facilitate their students to learn musically critically analyse the frameworks within which music teachers work develop an understanding of composing, performing and responding to music, as well as key issues such as creativity, individual needs and assessment examine aspects of music beyond the classroom and how effective links can be made between curriculum music and music outside of school. Including a range of case studies, tasks and reflections to help student teachers integrate the theory and practice of music education effectively, this new edition will provide invaluable support, guidance and challenges for teachers at all stages of their careers, as well as being a useful resource for teacher educators in a wide range of settings.

Music Learning and Teaching in Infancy, Childhood, and Adolescence

2018-04-26
Music Learning and Teaching in Infancy, Childhood, and Adolescence

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  • Author: Gary McPherson
  • Publisher: Oxford University Press
  • ISBN: 019067461X
  • Category : Music
  • Languages : en
  • Pages : 369

Music Learning and Teaching in Infancy, Childhood, and Adolescence is one of five paperback books derived from the foundational two-volume Oxford Handbook of Music Education. Designed for music teachers, students, and scholars of music education, as well as educational administrators and policy makers, the second book in this set explores a broad array of key issues, concepts, and debates related to music learning and teaching in three phases of a child's development. The first section provides an expanded view of infancy and early childhood, embracing a key theme that most young children's early music-making is improvised and used to communicate with others and the self. These chapters demonstrate the importance of "motherese" or "parentese" to young children's overall development, the extraordinary diversity and richness of children's early musical engagement, and how this can be viewed as a resource for further learning. The second section is devoted to the learning and teaching of music during the middle years of childhood, when music is often a mandated part of the school curriculum. While recognizing the enormous cultural and national differences, chapters in this section give an overview of many varied and innovative forms of musical learning and teaching globally. The authors address issues related to the types of teachers who provide music instructions to children internationally, how they were educated and trained, and how various nations organize their curriculum in ways that provide children with access and opportunities to engage with music in the classroom. The third section focuses on the musical experiences and development of adolescents aged 12 to 18. These chapters explore the role of music in the lives of young people-including how they use and relate to music, how music educators can best meet students' needs, and the types of musical engagement that can either empower or disempower students through involvement in school music. Contributors Mayumi Adachi, Randall Everett Allsup, Janet R. Barrett, Margaret S. Barrett, Brydie-Leigh Bartleet, Lily Chen-Hafteck, Richard Colwell, Sharon G. Davis, George M. DeGraffenreid, Steven C. Dillon, Magne I. Espeland, Martin Fautley, Eve Harwood, Lee Higgins, Beatriz Ilari, Neryl Jeanneret, Chee-Hoo Lum, Stephen Malloch, Esther Mang, Kathryn Marsh, Gary E. McPherson, Oscar Odena, Chris Philpott, S. Alex Ruthmann, Eric Shieh, Gary Spruce, Johannella Tafuri, Sandra E. Trehub, Colwyn Trevarthen, Kari K. Veblen, Graham F. Welch, Heidi Westerlund, Jackie Wiggins, Ruth Wright, Susan Young

The SAGE Encyclopedia of Out-of-School Learning

2017-04-11
The SAGE Encyclopedia of Out-of-School Learning

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  • Author: Kylie Peppler
  • Publisher: SAGE Publications
  • ISBN: 1483385205
  • Category : Education
  • Languages : en
  • Pages : 992

The SAGE Encyclopedia of Out-of-School Learning documents what the best research has revealed about out-of-school learning: what facilitates or hampers it; where it takes place most effectively; how we can encourage it to develop talents and strengthen communities; and why it matters. Key features include: Approximately 260 articles organized A-to-Z in 2 volumes available in a choice of electronic or print formats. Signed articles, specially commissioned for this work and authored by key figures in the field, conclude with Cross References and Further Readings to guide students to the next step in a research journey. Reader’s Guide groups related articles within broad, thematic areas to make it easy for readers to spot additional relevant articles at a glance. Detailed Index, the Reader’s Guide, and Cross References combine for search-and-browse in the electronic version. Resource Guide points to classic books, journals, and web sites, including those of key associations.

Entrepreneurial Music Education

2020-01-21
Entrepreneurial Music Education

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  • Author: Kristina Kelman
  • Publisher: Springer Nature
  • ISBN: 3030371298
  • Category : Education
  • Languages : en
  • Pages : 258

This book addresses the gap between formal music education curricula and the knowledge and skills necessary to enter the professional music industry. It uses extensive data from a long-running research project where high school students were invited to start their own business venture, Youth Music Industries. Not only did this act as a business venture, but it also functioned as a learning environment informed by the concepts of Communities of Practice and social capital. Exploring how entrepreneurial qualities were developed, their learning was subsequently captured and distilled into a set of design principles: in this way, a pedagogical approach was developed that can be transferred across the creative industries more broadly. This book will be of interest and value to scholars of music education, as well as those preparing students for the creative industries.

The Routledge Handbook to Sociology of Music Education

2021-03-26
The Routledge Handbook to Sociology of Music Education

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  • Author: Ruth Wright
  • Publisher: Routledge
  • ISBN: 0429997493
  • Category : Music
  • Languages : en
  • Pages : 512

The Routledge Handbook to Sociology of Music Education is a comprehensive, authoritative and state-of-the-art review of current research in the field. The opening introduction orients the reader to the field, highlights recent developments, and draws together concepts and research methods to be covered. The chapters that follow are written by respected, experienced experts on key issues in their area of specialisation. From separate beginnings in the United States, Europe, and the United Kingdom in the mid-twentieth century, the field of the sociology of music education has and continues to experience rapid and global development. It could be argued that this Handbook marks its coming of age. The Handbook is dedicated to the exclusive and explicit application of sociological constructs and theories to issues such as globalisation, immigration, post-colonialism, inter-generational musicking, socialisation, inclusion, exclusion, hegemony, symbolic violence, and popular culture. Contexts range from formal compulsory schooling to non-formal communal environments to informal music making and listening. The Handbook is aimed at graduate students, researchers and professionals, but will also be a useful text for undergraduate students in music, education, and cultural studies.

Developing an All-School Model for Elementary Integrative Music Learning

2014-03
Developing an All-School Model for Elementary Integrative Music Learning

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  • Author: Carol E. Reed-Jones
  • Publisher: Universal-Publishers
  • ISBN: 161233427X
  • Category : Education
  • Languages : en
  • Pages : 357

The purpose of this study was to investigate the potential for increasing informal music-making in elementary school culture, and create a model of such music-making. Precedence for this model can be found in the literature of ethnomusicology, educational psychology and learning theory, multicultural music education, and cultural anthropology. Literature from four distinct traditions and contexts of music-making in integrative sociocultural contexts-sub-Saharan African ngoma, and Community Music as manifested in New Orleans second lines, old-time music and dance, and summer camp music-making-was parsed with a philosophical lens to determine and assess possible areas of intersection between these four participatory cultures and North American public school culture. Each of these five areas was examined through a comprehensive review of literature to define their salient characteristics. These characteristics were sorted to determine commonalities between areas, and the zones of intersection became the basis for a speculative model of integrative music learning, featuring the inclusion of musical opportunities and interludes throughout the school day, thus taking school music beyond the confines of the music room. Instruction in music classes would still continue, enhanced in this model by supplemental learning opportunities inspired by the informal learning of traditional world musics, the participatory practice of New Orleans second line parades, old-time music and dance, and summer camp music culture. This model of integrative learning is also informed by current educational best practices such as child-centered learning, peer tutoring, experiential learning, and multicultural perspectives. It acknowledges the diversity of traditions consulted, while aiming for the unity in their seemingly disparate disciplines. Five universal characteristics were uncovered in the search for areas of intersection between North American elementary school culture, child culture, ngoma music-making, and Community Music-style music-making in New Orleans, old-time music and dance, and summer camp contexts: (a) Song; (b) play; (c) informal learning, as evidenced by oral tradition, peer tutoring, self-learning; (d) kinesthetic learning; and (e) contextualized learning, as evidenced in the sociocultural uses of music and situated learning. This model strives for the enactment of school music as a vital and integral part of daily school culture.