Technology is an increasingly popular part of music education in schools that attracts students to school music who might not otherwise be involved. In many teacher preparation programs, music technology is an afterthought that does not receive the same extensive treatment as do traditional areas of music teaching such as band, orchestra, choir, and general music. This book helps to establish a theoretical and practical foundation for how to teach students to use technology as the major means for developing their musicianship. Including discussions of lesson planning, lesson delivery, and assessment, readers will learn how to gain comfort in the music technology lab. Theory and Practice of Technology-Based Music Instruction also includes "profiles of practice" that dive into the experiences of real teachers in music technology classes, their struggles, their successes, and lessons we can learn from both. In this second edition, new profiles feature Teachers of Color who use technology extensively in their varied types of music teaching. This edition encourages readers to think about issues of inequity of social justice in music education technology and how teachers might begin to address those concerns. Also updated are sections about new standards that may guide music education technology practice, about distance and technology-enhanced learning during the global pandemic, and about ways to integrate technology in emerging contexts.
Rezensionen / Stimmen
Jay Dorfman combines perspectives from music classrooms with an emphasis on student engagement and creativity to provide music educators with both applied ideas and useful frameworks for meaningfully designing learning experiences with technology. * Julie Bannerman, Assistant Professor of Music Education, The University of Alabama * Finally a book that takes a critical look at the real life practice and application of technology in the music classroom * a much-needed resource in a time of widespread technology adoption. What impresses me the most about what Dorfman has done with Technology-Based Music Instruction is his presentation of case studies, including models of assessment and reflections on the successes and shortcomings of the integration of technology. This book gets right to the heart of what is actually being done in classroomstruly fascinating. This is a must-read for any music educator or administrator with an eye on the future of music education.James Frankel, Head of Digital Education for the Music Sales Group; Adjunct Professor, Teachers College Columbia University * Jay Dorfman's model of 'technology-based music instruction' (TBMI) forms the foundation for this text, which is filled with practical examples for the practicing or pre-service teacher. The profiles of practice, lesson plans, and insightful critical analyses constitute a useful resource, advancing our understanding of the role of technology in music learning. * Dr. Scott D. Lipscomb, Associate Professor & Division Head, Music Education & Music Therapy and Associate Director, University of Minnesota School of Music *
Auflage
Sprache
Verlagsort
Zielgruppe
Editions-Typ
Maße
Höhe: 241 mm
Breite: 159 mm
Dicke: 17 mm
Gewicht
ISBN-13
978-0-19-755898-0 (9780197558980)
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Schweitzer Klassifikation
Jay Dorfman is Associate Professor of Music Education at Kent State University where he teaches courses in music education technology, progressive and vernacular music education, and graduate research. He previously held a similar position at Boston University. He holds Bachelor and Master of Music degrees in music education from the University of Miami (FL) and the PhD in music education from Northwestern University. Dr. Dorfman's research on music education technology and popular music education has been published in several major research journals and books on these subjects.
Autor*in
Associate Professor of Music EducationAssociate Professor of Music Education, Kent State University
Foreword
Acknowledgments
Introduction to the Second Edition
1. Introducing Technology-Based Music Instruction
2. Models of Music Pedagogy and their Influences on Technology-Based Music Instruction
3. Theoretical Foundations
4. Materials for Technology-Based Music Instruction
5. Teaching Methods and Teacher Behaviors
6. Lesson Design in Technology-Based Music Instruction
7. Assessment and Technology-Based Music Instruction
8. Accountability Concerns
9. Teacher Preparation Considerations
10. Future Considerations for Technology-Based Music Instruction
Appendix
Bibliography
Index
