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Learning to Teach Music in the Secondary School: A companion to school experience 3rd edition [Minkštas viršelis]

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Edited by (University of Greenwich, UK.), Edited by (University of Greenwich, UK), Edited by (The Open University, UK), Edited by (University of Aberdeen, UK.)
  • Formatas: Paperback / softback, 248 pages, aukštis x plotis: 246x174 mm, weight: 453 g, 18 Tables, black and white; 29 Line drawings, black and white
  • Serija: Learning to Teach Subjects in the Secondary School Series
  • Išleidimo metai: 19-Apr-2016
  • Leidėjas: Routledge
  • ISBN-10: 0415713099
  • ISBN-13: 9780415713092
Kitos knygos pagal šią temą:
Learning to Teach Music in the Secondary School: A companion to school experience 3rd editionDidesnis paveikslėlis
  • Formatas: Paperback / softback, 248 pages, aukštis x plotis: 246x174 mm, weight: 453 g, 18 Tables, black and white; 29 Line drawings, black and white
  • Serija: Learning to Teach Subjects in the Secondary School Series
  • Išleidimo metai: 19-Apr-2016
  • Leidėjas: Routledge
  • ISBN-10: 0415713099
  • ISBN-13: 9780415713092
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9780415713092.html
Raktažodžiai:
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.
List of illustrations
ix
List of contributors
xiv
Series editors' preface xv
Introduction: learning how to teach music 1(3)
Carolyn Cooke
Keith Evans
Chris Philpott
Gary Spruce
1 The place of music in the secondary school: ideology -- history -- justification
4(13)
John Finney
Introduction
A moral and political question
Music, high status, exclusive
Concessions and change
The creative turn
The arts: a common purpose
Music as social symbol
A moderating voice
Hard and soft justifications
Music education now
2 Culture, society and musical learning
17(15)
Gary Spruce
Introduction
Context and background
Why is a socio-cultural perspective important in music education?
The ideology of autonomous music
Musical autonomy and social stratification
A socio-cultural perspective on contemporary music education
3 The what, how and where of musical learning and development
32(20)
Chris Philpott
Introduction
What is there to learn? The nature of musical knowledge
How do we learn musical knowledge?
Where do we learn musical knowledge?
How does musical knowledge develop?
The transfer of musical learning
4 Language and learning in music
52(11)
Chris Philpott
Keith Evans
Introduction
Using language about music
Supporting the use of `literary' language
Language and the sequence of musical learning
Language and the development of a musical `vocabulary'
Confusions and misconceptions when using language about music
Worksheets and using language about music
Student talk
Music education as musical criticism
Language and assessment
Other forms of responding to music
Learning how to notate music
5 What is a music curriculum?
63(17)
Carolyn Cooke
Gary Spruce
Introduction
Your beliefs about the music curriculum
The music curriculum as object -- implications of curriculum reification
Curriculum as a lived experience
The act of young people creating the curriculum
Emergent curriculum
An emergent music curriculum
6 An integrated approach to lesson planning
80(14)
Gary Spruce
Introduction
Three key principles in planning for music learning
The process of planning
7 Behaviour for musical learning
94(15)
Carolyn Cooke
Introduction
What do we mean by learning behaviours?
Justifying a music-specific approach
Musical learning behaviours
Facilitating effective learning behaviours
8 Creativity and music education
109(19)
Chris Philpott
Keith Evans
Introduction
Creativity and the curriculum for music
What is creativity?
What is the process of creativity?
How can we facilitate the development of creativity in the music classroom?
Some practical strategies for stimulating and developing creativity in the classroom
Continuity and progression in creativity
9 Performing for musical understanding
128(15)
Keith Evans
Introduction
Performer and musician
Performing with others
Progression in performing
10 Listening and responding and the ideology of aesthetic listening
143(14)
Gary Spruce
Introduction
What is meant by the `ideology of aesthetic listening'?
The impact of aesthetic listening on the music curriculum
Personal construction of meaning
Emotional and physical responses to music
Implications for the teaching of listening
Planning an integrated approach to listening and responding
11 Framing conceptions of technology for learning in music - implications for pedagogy
157(16)
Duncan MacKrill
Alison Daubney
Introduction
Motivation and engagement: learning anywhere
More recent technologies
Issues
12 Addressing individual needs and eguality of opportunity in music education
173(21)
Chris Philpott
Ruth Wright
Keith Evans
Sally Zimmermann
Introduction
What are individual needs?
Some principles of inclusion
Identifying students' individual needs, interests and aspirations
Setting suitable challenges (common needs)
Responding to young students' diverse needs (individual and unique needs)
Overcoming potential barriers for individuals and groups of students (exceptional shared needs)
Inclusion and the extended curriculum
Appendix: music education and `special educational needs' - definitions, challenges, opportunities
13 Assessment in music education
194(16)
Chris Philpott
Keith Evans
Introduction
Assessment for learning in music
Assessment of learning
14 Collaboration
210(16)
Julie Evans
Introduction
Collaborations that all secondary teachers need to develop
Cross-curricular collaborations within the school
Collaborations with feeder primary schools
Collaborations with young people
Specific collaborations that effective music teachers need to develop
Models of collaboration
Conditions necessary for effective collaborations to flourish
15 Music, the arts and education
226(10)
Chris Philpott
Introduction
The organisation of the arts in schools
The arts in education
Two views of the arts in education
Twenty-first-century possibilities for music, the arts and education
References 236(7)
Index 243
Carolyn Cooke was previously Lecturer in Music Education at The Open University, UK, and is currently completing a PhD in Music Education at the University of Aberdeen, UK.

Keith Evans is Senior Lecturer in Music Education at the University of Greenwich, UK.

Chris Philpott is Reader in Music Education at the University of Greenwich, UK.

Gary Spruce is Senior Lecturer in Education at The Open University, UK, with responsibility for Music Initial Teacher Education (ITE). He is also director of the Universitys PGCE programme.