Music Informal Learning and the School A New Classroom Pedagogy

Author: Professor Lucy Green
Publisher: Ashgate Publishing, Ltd.
ISBN: 1409493903
Format: PDF, ePub
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This pioneering book reveals how the music classroom can draw upon the world of popular musicians' informal learning practices, so as to recognize and foster a range of musical skills and knowledge that have long been overlooked within music education. It investigates how far informal learning practices are possible and desirable in a classroom context; how they can affect young teenagers' musical skill and knowledge acquisition.

How Popular Musicians Learn

Author: Lucy Green
Publisher: Routledge
ISBN: 1351930222
Format: PDF
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Popular musicians acquire some or all of their skills and knowledge informally, outside school or university, and with little help from trained instrumental teachers. How do they go about this process? Despite the fact that popular music has recently entered formal music education, we have as yet a limited understanding of the learning practices adopted by its musicians. Nor do we know why so many popular musicians in the past turned away from music education, or how young popular musicians today are responding to it. Drawing on a series of interviews with musicians aged between fifteen and fifty, Lucy Green explores the nature of pop musicians' informal learning practices, attitudes and values, the extent to which these altered over the last forty years, and the experiences of the musicians in formal music education. Through a comparison of the characteristics of informal pop music learning with those of more formal music education, the book offers insights into how we might re-invigorate the musical involvement of the population. Could the creation of a teaching culture that recognizes and rewards aural imitation, improvisation and experimentation, as well as commitment and passion, encourage more people to make music? Since the hardback publication of this book in 2001, the author has explored many of its themes through practical work in school classrooms. Her follow-up book, Music, Informal Learning and the School: A New Classroom Pedagogy (2008) appears in the same Ashgate series.

Learning Teaching and Musical Identity

Author: Lucy Green
Publisher: Indiana University Press
ISBN: 0253222931
Format: PDF, Docs
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Musical identity raises complex, multifarious, and fascinating questions. Discussions in this new study consider how individuals construct their musical identities in relation to their experiences of formal and informal music teaching and learning. Each chapter features a different case study situated in a specific national or local socio-musical context, spanning 20 regions across the world. Subjects range from Ghanaian or Balinese villagers, festival-goers in Lapland, and children in a South African township to North American and British students, adults and children in a Cretan brass band, and Gujerati barbers in the Indian diaspora.

The Oxford Handbook of Choral Pedagogy

Author: Frank Abrahams
Publisher: Oxford University Press
ISBN: 019937337X
Format: PDF, Mobi
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As the landscape of choral education changes - disrupted by Glee, YouTube, and increasingly cheap audio production software - teachers of choral conducting need current research in the field that charts scholarly paths through contemporary debates and sets an agenda for new critical thought and practice. Where, in the digitizing world, is the field of choral pedagogy moving? Editor Frank Abrahams and Paul D. Head, both experienced choral conductors and teachers, offer here a comprehensive handbook of newly-commissioned chapters that provide key scholarly-critical perspectives on teaching and learning in the field of choral music, written by academic scholars and researchers in tandem with active choral conductors. As chapters in this book demonstrate, choral pedagogy encompasses everything from conductors' gestures to the administrative management of the choir. The contributors to The Oxford Handbook of Choral Pedagogy address the full range of issues in contemporary choral pedagogy, from repertoire to voice science to the social and political aspects of choral singing. They also cover the construction of a choral singer's personal identity, the gendering of choral ensembles, social justice in choral education, and the role of the choral art in society more generally. Included scholarship focuses on both the United States and international perspectives in five sections that address traditional paradigms of the field and challenges to them; critical case studies on teaching and conducting specific populations (such as international, school, or barbershop choirs); the pedagogical functions of repertoire; teaching as a way to construct identity; and new scholarly methodologies in pedagogy and the voice.

Meaning Autonomy and Authenticity in the Music Classroom

Author: Lucy Green
Publisher: Inst of Education
ISBN: 9780854737253
Format: PDF, ePub, Mobi
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The school classroom is a notorious site for the entanglement of conflicting and confusing musical meanings, values and experiences. Perhaps this is particularly so in relation to pupils ‘own’ music - the popular field - as against what they often refer to as ‘old people's music’ - the classical field. The notion of musical autonomy, or the idea that music's value rises somehow above mundane social and political considerations, is usually frowned upon nowadays. Music is a part of everyday life and its meanings and values must be understood in those terms. In this lecture, however, Lucy Green suggests that there is an aspect of musical experience which is momentarily, virtually free from the musical meanings of everyday experience. This aspect, which crosses over musical divisions and affiliations, can be reached in the classroom, particularly through informal music learning practices drawn from the world of popular music. Current research suggests that through such practices, pupils can glimpse the possibility of re-conceiving not only popular, but classical music too, and by implication, any other music. Finally the concept of musical autonomy is linked to the personal autonomy and authenticity of the learner.

Music Education

Author: Michael L. Mark
Publisher: Routledge
ISBN: 1135044880
Format: PDF, Mobi
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Music Education: Source Readings from Ancient Greece to Today is a collection of thematically organized essays that illuminate the importance of music education to individuals, communities and nations. The fourth edition has been expanded to address the significant societal changes that have occurred since the publication of the last edition, with a greater focus on current readings in government, philosophy, psychology, curriculum, sociology, and advocacy. This comprehensive text remains an essential reference for music educators today, demonstrating the value and support of their profession in the societies in which they live.

Promising Practices in 21st Century Music Teacher Education

Author: Michele Kaschub
Publisher: Oxford University Press
ISBN: 0190206152
Format: PDF, Kindle
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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.