Origins and Foundations of Music Education International Perspectives
Produktdetaljer
Biographical note
Gordon Cox is the Chair of the History Standing Committee of the International Society for Music Education, and was formerly Senior Lecturer in Music Education at the Institute of Education, University of Reading, UK.
Robin Stevens is a Principal Fellow in the Melbourne Conservatorium of Music at The University of Melbourne, Australia, and was formerly Associate Professor of Music Education at Deakin University, Australia.
An invaluable tool for the researcher offering insight on historical developments, most obviously, but also on philosophical questions of the nature and purpose of music education, and political and sociological debate about the wider social contexts of institutional learning … [It] makes a real contribution to increasing international understanding of what it means to teach and learn music.
- British Journal of Music Education (of the First Edition),
Cox and Stevens have produced a powerful and well-timed publication. The editors and contributors should be congratulated on their fine achievement, and on presenting an invaluable gift to the music education community
- Research Studies in Music Education (of the First Edition),
This publication demonstrates the international strength of the music education community ... This book will prove to be an invaluable contribution to music education for the future.
- Music Education Research (of the First Edition),
In an increasingly globalising educational world, the need has never been greater for a book such as this. As Cox and Stevens assert in the introductory chapter of this work, historians of music education, and one might add, many others working in and studying music education, have perhaps had a tendency to be somewhat nationally limited in their outlook. This expanded and updated second edition of the book widens its geographical coverage and allows the reader to perceive even clearer inter-national patterns and their exceptions in music education. It therefore permits much broader sociological, political and philosophical discussions of the roles, modes, and values of music in schools on our planet than ever before. It will be an invaluable resource for all who have an interest in music from any perspective, and indeed for anyone wishing to increase their knowledge of the development of education <i>per se</i> around the globe.
Ruth Wright, Assistant Professor and former Chair of the Department of Music Education, Western University, Canada
This unique and expanded collection of chapters offers fascinating international insights into compulsory music education. Little else exists like it when providing an understanding of the history that underpins global music education in the 21st century. Furthermore, the book provides the tools for music educators to develop an enlightened and informed analysis of the place of music in the compulsory curriculum, based on the complex relationship of the field with the history, society and politics. Finally, Cox and Stevens have skilfully crafted a new conclusion for this second edition, drawing out the key themes which pervade a diverse set of chapters.
Chris Philpott, Deputy Pro Vice-Chancellor, Reader in Music Education, Faculty of Education and Health, University of Greenwich, UK
<i>The Origins and Foundations of Music Education: International Perspectives </i>(2017) is a provocative introduction to the parallel histories of music education in 18 nations and a valuable resource for scholars, students, and teachers wishing to gain an internationally informed perspective on music education in compulsory schooling. This well-grounded text should inform ongoing discussions about the effects of globalization on music education as a field of practice.
CAML Review
This landmark collection explores the origins and foundations of music education in Europe, The Americas, Africa and Asia-Pacific, and the Middle East, and considers the inclusion of music as part of the compulsory school curriculum in the context of the historical, social and political landscape. Within each chapter, the contributors explore the following key areas:
- the aims, objectives and content of the music curriculum
- teaching methods
- the provision and training of teachers of music
- the experiences of pupils
This fully revised second edition includes new chapters on Brazil, Israel, Kosovo, Lithuania, and Turkey, along with questions to encourage reflection and discussion. A concluding chapter has been added to encourage readers to consider the evolution of music education globally. The Foreword for this new edition has been written by Sheila Woodward, President of the International Society for Music Education.
Contributors have been carefully selected to represent countries that have incorporated music into compulsory schooling for a variety of reasons resulting in a diverse collection which will guide future actions and policy.
List of Contributors
List of Illustrations
Foreword – Sheila Woodward, President, International Society for Music Education
Acknowledgements
1 Introduction – Gordon Cox and Robin Stevens
PART I – EUROPE
2 Britain: ‘Opportunities and threats equally balanced’, Gordon Cox
3 France: An uncertain and unequal combat, François Madurell
4 Germany: Educational goals, curricular structure, political principles, Wilfried Gruhn
5 Ireland: Curriculum development in troubled times, Marie McCarthy
6 Kosovo: A struggle for freedom and national identity, Besa Luzha
7 Lithuania: The continuous assertion of national identity, Ruta Girdzijauskiene and Emilija Sakadolskis
8 Norway: Educational progress or stasis on the outskirts of Europe?, Fred Ola Bjørnstad and Magne Espeland
9 Spain: A journey from a nominal towards a universally implemented curriculum, Gabriel Rusinek and Susana Sarfson
PART II – THE AMERICAS
A North America
10 Canada: Diverse developments across the decades, Nancy F. Vogan
11 United States of America: Reflections on the development and effectiveness of compulsory music education, Jere T. Humphreys
B Latin America
12 Argentina: From ‘Música Vocal’ to ‘Educación Artística: Música’, Ana Lucía Frega with Alicia de Couve and Claudia dal Pino
13 Brazil: Context and fruition in school music education, Jusamara Souza
14 Cuba: Music education and revolution, Lisa Lorenzino
PART III – THE MIDDLE EAST
15 Israel: From visions to implementation: Mapping the journey of music education, Lia Laor
16 Turkey: The role of music education in socio-political and academic contexts, Dilek Göktürk Cary
PART IV – AFRICA AND ASIA-PACIFIC
17 Australia: Recurring problems and unresolved issues, Robin Stevens and Jane Southcott
18 China: Socio-political constructions of school music, Wai-Chung Ho
19 South Africa: Indigenous roots, cultural imposition and an uncertain future, Robin Stevens and Eric Akrofi
20 Conclusion, Gordon Cox and Robin Stevens
INDEX
Produktdetaljer
Biographical note
Gordon Cox is the Chair of the History Standing Committee of the International Society for Music Education, and was formerly Senior Lecturer in Music Education at the Institute of Education, University of Reading, UK.
Robin Stevens is a Principal Fellow in the Melbourne Conservatorium of Music at The University of Melbourne, Australia, and was formerly Associate Professor of Music Education at Deakin University, Australia.