Music teacher education is under heavy criticism for failing to keep pace with the changing needs and interests of 21st century learners. Technological innovations, evolving demographics in the school age population, and students' omnipresent access to music and music making all suggest that contemporary teaching and learning occurs in environments that are much more complex than those of the 19th century that served as music education's primary model. This book surveys emerging music and education landscapes to present a sampling of the promising practices of music teacher education that may serve as new models for the 21st century. Contributors explore the delicate balance between curriculum and pedagogy, the power structures that influence music education at all levels, the role of contemporary musical practices in teacher education, and the communication challenges that surround institutional change. Models of programs that feature in-school, out-of-school and beyond school contexts, lifespan learning perspectives, active juxtapositions of formal and informal approaches to teaching and learning, student-driven project-based fieldwork, and the purposeful employment of technology and digital media as platforms for authentic music engagement within a contemporary participatory culture are all offered as springboards for innovative practice.
Rezensionen / Stimmen
This is perhaps the most important book in music teacher education for North America in over fifty years. Hopefully the words of these fine authors will be read, debated, and acted upon as we realign music teacher education and all of collegiate music instruction with the realities of our exciting contemporary age. * Peter R. Webster, Ph.D., Scholar-in-Residence, Thornton School of Music, University of Southern California * The authors of this book require us to examine the profession through lenses that embrace tradition and innovation, and demand us to cultivate habits of mind that engage with agency. Through discourse, and descriptions of models, the why, what, how, where, when, and to whom are placed within situated contexts for further examination. * Betty Anne Younker, Dean, Professor of Music Education, Don Wright Faculty of Music, The University of Western Ontario * This is a book for change agents by change agents. Kaschub and Smith invite readers to consider the cost of professional inaction, while vividly illustrating new ways to teach and learn music. * Randall Everett Allsup, Associate Professor of Music Education, Teachers College Columbia University *
Sprache
Verlagsort
Zielgruppe
Für höhere Schule und Studium
Für Beruf und Forschung
Maße
Höhe: 240 mm
Breite: 161 mm
Dicke: 19 mm
Gewicht
ISBN-13
978-0-19-938474-7 (9780199384747)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
Michele Kaschub is Professor of Music and Coordinator of Music Teacher Education and Graduate Studies at the University of Southern Maine. Janice Smith is Associate Professor of Music Education and Coordinator of Undergraduate Music Education at Queens College, City University of New York. Together they are the authors of Minds on Music: Composition for Creative and Critical Thinking (2009) and editors of Composing Our Future:
Preparing Music Educators to Teach Composition (2013)
Herausgeber*in
Professor of MusicProfessor of Music, University of Southern Maine School of Music, Windham, ME
Associate Professor of Music EducationAssociate Professor of Music Education, Queens College - City University of New York, Massapequa, NY
Section I: Current Challenges and New Opportunities ; 1. Music Teacher Education in Transition, Michele Kaschub and Janice Smith ; 2. Considering Both Curriculum and Pedagogy, David A. Williams ; 3. Starbucks Doesn't Sell Hot Cross Buns: Embracing New Priorities for Pre-service Music Teacher Preparation Programs, Frank Abrahams ; 4. Entrepreneurial Music Education, Janice Smith ; 5. Educating Teachers for 21st Century Challenges: The Music Educator as a Cultural Citizen, Cathy Benedict and Patrick Schmidt ; Section II: Innovative Practices in Music Teacher Education ; 6. Juxtapositional Pedagogy as an Organizing Principle in University Music Education Programs, Frank Heuser ; 7. Where It All Comes Together: Student-Driven Project-Based Learning in Music Teacher Education, Michele Kaschub ; 8. Inquiry and Synthesis in Pre-service Music Teacher Education: A Close Look at Cultivating Self-Study Research, Mark Robin Campbell ; 9. Invoking An Innovative Spirit In Music Teacher Education, Carlos Abril ; 10. What If...: A Curriculum in Support of Technology, Curiosity and Play in Music Teacher Education, Gena Greher ; 11. 21st Century Musicianship through Digital Media and Participatory Culture, Evan Tobias ; Index
