Creating Music Cultures in the Schools

2014-07-01
Creating Music Cultures in the Schools

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  • Author: Daphne Rickson
  • Publisher:
  • ISBN: 9781937440619
  • Category : Music in education
  • Languages : en
  • Pages : 190

"This book focuses on the powerful influence music programs can have on well-being and connectedness in schools. It is written specifically for music specialists working in school communities, including music therapists, classroom music teachers, instrumental teachers and generalist teachers. In the first three chapters, Rickson and McFerran outline relevant philosophies, policies and practices to provide a rationale for why an expanded view of music is needed in contemporary schools. Drawing on theories and practices from community music therapy they then demonstrate how music cultures can be developed and nurtured when the values of mutuality, respect, empowerment and commitment are applied through a collaborative model of action and reflection. Seven chapters provide different examples of how this might look, with each written from the perspective of either the school principal, classroom teacher, instrumental teacher, music coordinator, service manager, assistant teacher and of course, the music therapist. These examples convey the authors' experiences of building strong music cultures in schools, in collaboration with colleagues. The book concludes with a discussion of evaluation that is grounded in the values that drive collaborative programs, and an evaluation tool is provided with two examples of how it should be applied. McFerran and Rickson's stories and theories clearly draw on their decades of experience as registered music therapists, music therapy teachers and researchers working in special schools, special education units, and regular mainstream schools with staff and learners who have an array of cultural knowledge, skills, and abilities. This book offers a much-needed expansion of traditional ways of using music in schools and will inspire the reader to explore new ways of fostering growth in their own school community."--Publisher's website.

Creating Music Cultures in the Schools

2014
Creating Music Cultures in the Schools

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  • Author: Daphne Rickson
  • Publisher:
  • ISBN: 9781937440626
  • Category :
  • Languages : en
  • Pages : 190

Music Learning and Teaching in Culturally and Socially Diverse Contexts

2018-08-13
Music Learning and Teaching in Culturally and Socially Diverse Contexts

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  • Author: Georgina Barton
  • Publisher: Springer
  • ISBN: 3319954083
  • Category : Education
  • Languages : en
  • Pages : 215

This book examines the inter-relationship between music learning and teaching, and culture and society: a relationship that is crucial to comprehend in today’s classrooms. The author presents case studies from diverse music learning and teaching contexts – including South India and Australia and online learning environments – to compare the modes of transmission teachers use to share their music knowledge and skills. It is imperative to understand the ways in which culture and society can in fact influence music teachers’ beliefs and experiences: and in understanding, there is potential to improve intercultural approaches to music education more generally. In increasingly diverse schools, the author highlights the need for culturally appropriate approaches to music planning, assessment and curricula. Thus, music teachers and learners will be able to understand the diversity of music education, and be encouraged to embrace a variety of methods and approaches in their own teaching. This inspiring book will be of interest and value to all those involved in teaching and learning music in various contexts.

Music and the Child

2016-06-14
Music and the Child

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  • Author: Natalie Sarrazin
  • Publisher:
  • ISBN: 9781942341703
  • Category :
  • Languages : en
  • Pages : 312

Children are inherently musical. They respond to music and learn through music. Music expresses children's identity and heritage, teaches them to belong to a culture, and develops their cognitive well-being and inner self worth. As professional instructors, childcare workers, or students looking forward to a career working with children, we should continuously search for ways to tap into children's natural reservoir of enthusiasm for singing, moving and experimenting with instruments. But how, you might ask? What music is appropriate for the children I'm working with? How can music help inspire a well-rounded child? How do I reach and teach children musically? Most importantly perhaps, how can I incorporate music into a curriculum that marginalizes the arts?This book explores a holistic, artistic, and integrated approach to understanding the developmental connections between music and children. This book guides professionals to work through music, harnessing the processes that underlie music learning, and outlining developmentally appropriate methods to understand the role of music in children's lives through play, games, creativity, and movement. Additionally, the book explores ways of applying music-making to benefit the whole child, i.e., socially, emotionally, physically, cognitively, and linguistically.

Music, Education, and Diversity

2018-01-19
Music, Education, and Diversity

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  • Author: Patricia Shehan Campbell
  • Publisher: Teachers College Press
  • ISBN: 0807758825
  • Category : Education
  • Languages : en
  • Pages : 241

Provides important insights for educators in music, the arts, and other subjects on the role that music can play in the curriculum as a powerful bridge to cultural understanding. The author documents key ideas and practices that have influenced current music education, and examines some of the promises and pitfalls in shaping multicultural education through music.

Culturally Responsive Teaching in Music Education

2022-11-15
Culturally Responsive Teaching in Music Education

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  • Author: Constance L. McKoy
  • Publisher: Taylor & Francis
  • ISBN: 1000646319
  • Category : Education
  • Languages : en
  • Pages : 182

Culturally Responsive Teaching in Music Education: From Understanding to Application, Second Edition, presents teaching methods that are responsive to how different culturally specific knowledge bases impact learning. It offers a pedagogy that recognizes the importance of including students’ cultural references in all aspects of learning. Designed as a resource for teachers of undergraduate and graduate music education courses, the book provides examples in the context of music education, with theories presented in Part I and a review of teaching applications in Part II. Culturally Responsive Teaching in Music Education is an effort to answer the question: How can I teach music to my students in a way that is culturally responsive? This book serves several purposes, by: Providing practical examples of transferring theory into practice in music education. Illustrating culturally responsive pedagogy within the classroom. Demonstrating the connection of culturally responsive teaching to the school and larger community. This Second Edition has been updated and revised to incorporate recent research on teaching music from a culturally responsive lens, new data on demographics, and scholarship on calls for change in the music curriculum. It also incorporates an array of new perspectives from music educators, administrators, and pre-service teachers—drawn from different geographic regions—while addressing the impact of the Covid-19 pandemic and the 2020 social justice protests.

Transforming Music Education in P-12 Schools and the Community

2020-01-03
Transforming Music Education in P-12 Schools and the Community

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  • Author: Akutsu, Taichi
  • Publisher: IGI Global
  • ISBN: 1799820653
  • Category : Education
  • Languages : en
  • Pages : 240

Though culture can affect different countries’ preferences for musical style, musicking is a worldwide trend that produces enjoyment for all. However, there is a divide between professional music performance and music education. In order to better engage students, a musicking approach must be implemented into educational curricula and used to promote a platform for inclusivity and community enrichment. Transforming Music Education in P-12 Schools and the Community is a critical scholarly publication that traces the theoretical foundation of current beliefs and practices surrounding music performance and education and discusses how to transform teaching and learning by implementing musicking. The book covers musical engagement for young children and families, universal design in music education in special and inclusive education settings, critical approaches of music teaching and learning in P-12 schools, and reaching communities. It is essential for music teachers, conductors, music directors, instructional designers, academicians, educational professionals, administrators, researchers, and students.

Creating Cultures of Thinking

2015-02-23
Creating Cultures of Thinking

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  • Author: Ron Ritchhart
  • Publisher: John Wiley & Sons
  • ISBN: 111897462X
  • Category : Education
  • Languages : en
  • Pages : 384

Discover why and how schools must become places where thinkingis valued, visible, and actively promoted As educators, parents, and citizens, we must settle for nothingless than environments that bring out the best in people, takelearning to the next level, allow for great discoveries, and propelboth the individual and the group forward into a lifetime oflearning. This is something all teachers want and all studentsdeserve. In Creating Cultures of Thinking: The 8 Forces We MustMaster to Truly Transform Our Schools, Ron Ritchhart, author ofMaking Thinking Visible, explains how creating a culture ofthinking is more important to learning than any particularcurriculum and he outlines how any school or teacher can accomplishthis by leveraging 8 cultural forces: expectations, language, time,modeling, opportunities, routines, interactions, andenvironment. With the techniques and rich classroom vignettes throughout thisbook, Ritchhart shows that creating a culture of thinking is notabout just adhering to a particular set of practices or a generalexpectation that people should be involved in thinking. A cultureof thinking produces the feelings, energy, and even joy that canpropel learning forward and motivate us to do what at times can behard and challenging mental work.

Including Everyone

2015
Including Everyone

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  • Author: Judith Anne Jellison
  • Publisher: Oxford University Press
  • ISBN: 0199358761
  • Category : Education
  • Languages : en
  • Pages : 273

Many practical books for music educators who work with special needs students focus on students' disabilities, rather than on the inclusive classroom more generally. In Including Everyone: Creating Music Classrooms Where All Children Learn, veteran teacher and pedagogue Judith Jellison offers a new approach that identifies broader principles of inclusive music instruction writ large. As she demonstrates in this aptly-titled book, the perceived impediments to successfully including the wide diversity of children in schools in meaningful music instruction often stem not from insurmountable obstacles but from a lack of imagination. How do teachers and parents create diverse musical communities in which all children develop skills, deepen understanding, and cultivate independence in a culture of accomplishment and joy? Including Everyone equips music teachers with five principles of effective instruction for mixed special needs / traditional settings that are applicable in both classroom and rehearsal rooms alike. These five guidelines lay out Jellison's argument for a new way to teach music that shifts attention away from thinking of children in terms of symptoms. The effective teacher, argues Jellison, will strive to offer a curriculum that will not only allow the child with a disability to be more successful, but will also apply to and improve instruction for typically developing students. In this compelling new book, Judith Jellison illustrates what it takes to imagine, create, and realize possibilities for all children in ways that inspire parents, teachers, and the children themselves to take part in collaborative music making. Her book helps readers recognize how this most central component of human culture is one that allows everyone to participate, learn, and grow. Jellison is a leader in her field, and the wealth of knowledge she makes available in this book is extensive and valuable. It should aid her peers and inspire a new generation of student teachers.

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 : 368

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