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Author: United States. Office of Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 564
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Book Description
Author: United States. Office of Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 564
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 584
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Book Description
Author:
Publisher:
ISBN:
Category : School songbooks
Languages : en
Pages : 280
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Book Description
Author: R. Gustafson
Publisher: Springer
ISBN: 0230622445
Category : Social Science
Languages : en
Pages : 274
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Book Description
This book focuses on the near total attrition of African American students from school music programmes and the travesty of democratic education that it symbolizes. Gustafson shows how understanding this history makes a space for change without resorting to the simplistic conclusion that the schools and teachers are racist.
Author: Rowna Catherine Hansen
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 36
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Book Description
Author: Saint Louis County (Mo.). Commission on the Teaching of the Social Studies
Publisher:
ISBN:
Category :
Languages : en
Pages : 1088
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Book Description
Author: Patricia Averill
Publisher: Xlibris Corporation
ISBN: 1493179128
Category : Music
Languages : en
Pages : 716
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Book Description
Description and analysis of a folk tradition that long has been a rite of passage for children and adolescents. In depth discussion of 19 songs, brief mention of 1,400 others. 65 historic photographs.
Author: United States. Office of Education
Publisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages : 670
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Book Description
Author: James Lockhart Mursell
Publisher:
ISBN:
Category : Educational psychology
Languages : en
Pages : 402
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Book Description
Author: Ruth Iana Gustafson
Publisher: Springer Nature
ISBN: 3030521052
Category : Education
Languages : en
Pages : 120
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Book Description
This book challenges simplified claims of racial, national, and ethnic belonging in music education by presenting diaspora as a new paradigm for teaching music, departing from the standard multicultural guides and offering the idea of unfinished identities for musical creations. While multiculturalism—the term most commonly used in music education—had promised a theoretical framework that puts classical, folk, and popular music around the world on equal footing, it has perpetuated the values of Western aesthetics and their singular historical development. Breaking away from this standard, the book illuminates a diasporic web of music’s historical pathways, avoiding the fragmentation of music by categories of presumed origins whether racial, ethnic, or national.
