This volume of essays references traditional and contemporary thought on theory and practice in music education for all age groups, from the very young to the elderly. The material spans a broad range of subject areas from history and philosophy to art and music, and addresses issues such as curriculum, pedagogy, assessment and evaluation, as well as current issues in technology and performance standards.
Written by leading researchers and educators from diverse countries and cultures, this selection of previously published articles, research studies and book chapters is representative of the most frequently discussed and debated topics in the profession. This volume, which documents the importance of lifelong learning, is an indispensable reference work for specialists in the field of music education.
Contents: Introduction; Part I Philosophy: Praxial philosophy and educational praxis, Polyvios Androutsos; Music Education: giving children a voice, Martin Comte; Communicating and accentuating the aesthetic and expressive dimension in choral conducting, Colin Durrant; Musicing, David J. Elliot; Philosophy of music education, Charles Leonhard; The evolution of music education philosophy from utilitarian to aesthetic, Michael L. Mark; Alternative views about art on which a philosophy can be based, Bennett Reimer. Part II Research: Qualitative research methodology in music education, Liora Bresler and Robert E. Stake; Quantitative analysis, Edward P. Asmus and Rudolf E. Radocy; Measurement and evaluation in music, Edwin E. Gordon; Talking about music: interviews with disabled and nondisabled children, Judith A.Jellison and Patricia J. Flowers; Demonstration and recognition of high and low contrasts in teacher intensity, Clifford K. Madsen, Jayne M. Standley and Jane W. Cassidy; On 'American music for American children'. The contribution of Charles L. Seeger, Marie McCarthy. Part III Pedagogy/Curriculum: Methodologies in music education, Peter Costanza and Timothy Russell; Music for children and young people, David Forrest; Teacher-artist partnership in teaching Cantonese opera in Hong Kong schools: student transformation, Bo Wah Leung and Eddie C.K. Leung; Musical connections, Mary Palmer; Arts education and the curriculum: joining the mainstream, Scott C. Shuler; Computer-based technology and music teaching and learning, Peter R. Webster. Part IV Assessment and Evaluation: Measuring musical aptitude and ability, J. David Boyle and Rudolf E. Radocy; Teaching problem solving in practice, James L. Byo; Assessment's potential in music education, Richard Colwell; Measuring musical talent, Robert A. Cutietta; The power of the national standards for music education, Paul R. Lehman; The development and validation of a measurement tool for assessing students' ability to keep a steady beat, Glenn E. Nierman. Part V Multicultural and World Music: Teaching about and through Native American musics: an excursion into the cultural politics of music education, Bryan Burton and Peter Dunbar-Hall; Unsafe suppositions? Cutting across cultures on questions of music's transmission, Patricia Shehan Campbell; Multicultural music education in a pluralistic society, Joyce Jordan; A case for multiculturalism in the general music classroom, Marvelene C. Moore; What prospective music teachers need to know about Black music, Rosita M. Sands; The history and development of multicultural music education as evidenced in the Music Educators Journal, 1967–1992, Terese M. Volk; Name index.