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Author: Aimee Beaulieu Schmidt
Publisher: Waxmann Verlag
ISBN: 3830929730
Category : Music
Languages : en
Pages : 380
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Book Description
The question of how musical coordination in a school wind band is addressed by pedagogues was qualitatively reconstructed using videographic interaction analysis. A process of Hervorhebungspraktik ('practice' of 'highlighting') was observed, which gradually brought musical elements out of their temporal context and into collective perception, allowing both atmospheric interaction with content and the growth of professional vision. A process of deconstruction and reintegration takes place as musical elements, now present in collective consciousness, withdraw back into the piece as a whole. This necessitates an educational approach emphasizing not only the elements themselves, but the relationships between them. The realms of edusemiotics and phenomenology give us a pragmatic way (in both a Deweyan and a Peircean sense) to approach learning in music-making that goes beyond the idea of (co-)constructivism as content-with-agency, teacher and student participate in coordinative interaction. Aimee Beaulieu Schmidt is a native Texan with teaching experience in American and German public education. As a band director and orchestral musician, she has helped build music education programs on two continents. She lives with her husband and two daughters near Frankfurt, Germany. Her research focuses on musical coordination, edusemiotics, and qualitative video analysis. Aimee Beaulieu Schmidt is a native Texan with teaching experience in American and German public education. As a band director and orchestral musician, she has helped build music education programs on two continents. She lives with her husband and two daughters near Frankfurt, Germany. Her research focuses on musical coordination, edusemiotics, and qualitative video analysis.
Author: Aimee Beaulieu Schmidt
Publisher: Waxmann Verlag
ISBN: 3830929730
Category : Music
Languages : en
Pages : 380
Get Book
Book Description
The question of how musical coordination in a school wind band is addressed by pedagogues was qualitatively reconstructed using videographic interaction analysis. A process of Hervorhebungspraktik ('practice' of 'highlighting') was observed, which gradually brought musical elements out of their temporal context and into collective perception, allowing both atmospheric interaction with content and the growth of professional vision. A process of deconstruction and reintegration takes place as musical elements, now present in collective consciousness, withdraw back into the piece as a whole. This necessitates an educational approach emphasizing not only the elements themselves, but the relationships between them. The realms of edusemiotics and phenomenology give us a pragmatic way (in both a Deweyan and a Peircean sense) to approach learning in music-making that goes beyond the idea of (co-)constructivism as content-with-agency, teacher and student participate in coordinative interaction. Aimee Beaulieu Schmidt is a native Texan with teaching experience in American and German public education. As a band director and orchestral musician, she has helped build music education programs on two continents. She lives with her husband and two daughters near Frankfurt, Germany. Her research focuses on musical coordination, edusemiotics, and qualitative video analysis. Aimee Beaulieu Schmidt is a native Texan with teaching experience in American and German public education. As a band director and orchestral musician, she has helped build music education programs on two continents. She lives with her husband and two daughters near Frankfurt, Germany. Her research focuses on musical coordination, edusemiotics, and qualitative video analysis.
Author: Kieran Egan
Publisher: Routledge
ISBN: 1135051054
Category : Education
Languages : en
Pages : 356
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Book Description
For many children much of the time their experience in classrooms can be rather dull, and yet the world the school is supposed to initiate children into is full of wonder. This book offers a rich understanding of the nature and roles of wonder in general and provides multiple suggestions for to how to revive wonder in adults (teachers and curriculum makers) and how to keep it alive in children. Its aim is to show that adequate education needs to take seriously the task of evoking wonder about the content of the curriculum and to show how this can routinely be done in everyday classrooms. The authors do not wax flowery; they present strong arguments based on either research or precisely described experience, and demonstrate how this argument can be seen to work itself out in daily practice. The emphasis is not on ways of evoking wonder that might require virtuoso teaching, but rather on how wonder can be evoked about the everyday features of the math or science or social studies curriculum in regular classrooms.
Author: George Odam
Publisher: Nelson Thornes
ISBN: 9780748723232
Category : Education
Languages : en
Pages : 160
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Book Description
Providing music teachers and student teachers with an understanding of what constitutes good practice in the classroom, this text combines recent research of music theory - particularly on music and the brain - with a strong practical emphasis on how this applies in class.
Author: R. Phyllis Gelineau
Publisher: McGraw-Hill Companies
ISBN:
Category : Music
Languages : en
Pages : 494
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Book Description
This book presents numerous ways of acquiring musical skills, as well as specific procedures for implementing them. Draws activities from traditional musical areas, e.g., singing, playing, listening, music reading, creating, and others. Features new songs along with diagrams and illustrations shown from the player's view to facilitate learning. It also lists resource materials including electronic learning devices and suppliers.
Author: Estelle R. Jorgensen
Publisher: Indiana University Press
ISBN: 0253058201
Category : Education
Languages : en
Pages : 328
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Book Description
What values should form the foundation of music education? And once we decide on those values, how do we ensure we are acting on them? In Values and Music Education, esteemed author Estelle R. Jorgensen explores how values apply to the practice of music education. We may declare values, but they can be hard to see in action. Jorgensen examines nine quartets of related values and offers readers a roadmap for thinking constructively and critically about the values they hold. In doing so, she takes a broad view of both music and education while drawing on a wide sweep of multidisciplinary literature. Not only does Jorgensen demonstrate an analytical and dialectical philosophical approach to examining values, but she also seeks to show how theoretical and practical issues are interconnected. An important addition to the field of music education, Values and Music Education highlights values that have been forgotten or marginalized, underscores those that seem perennial, and illustrates how values can be double-edged swords.
Author: Alexis Anja Kallio
Publisher: Indiana University Press
ISBN: 0253043735
Category : Music
Languages : en
Pages : 300
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Book Description
Essays examining the role of religion in music education from a variety of perspectives. Music, Education, and Religion: Intersections and Entanglements explores the critical role that religion can play in formal and informal music education. As in broader educational studies, research in music education has tended to sidestep the religious dimensions of teaching and learning, often reflecting common assumptions of secularity in contemporary schooling in many parts of the world. This book considers the ways in which the forces of religion and belief construct and complicate the values and practices of music education—including teacher education, curriculum texts, and teaching repertoires. The contributors to this volume embrace a range of perspectives from a variety of disciplines, examining religious, agnostic, skeptical, and atheistic points of view. Music, Education, and Religion is a valuable resource for all music teachers and scholars in related fields, interrogating the sociocultural and epistemological underpinnings of music repertoires and global educational practices. “The book serves as a study volume for all those who are active in this field and provides both systematic reflections and useful empirical studies. A further impressive feature is the regional and religious breadth of the content presented and examined.” —Wolfgang W. Müller, Reading Religion
Author: Karin S. Hendricks
Publisher: Oxford University Press
ISBN: 0197611672
Category : Music
Languages : en
Pages : 657
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Book Description
The notion of care is at times misunderstood in the context of music education--equated simply with kindness or associated with lowered expectations--and is often dismissed without consideration of its full value to music learning. When viewed through a student "deficit" perspective, concepts of care might evoke unnecessary pity or a sense of rescue, thereby positioning teachers and learners in a superior/inferior relationship that may be unhealthy and unhelpful to either person. Furthermore, many well-meaning approaches to care emphasize a unidirectional relationship from teacher to student, discounting the ways in which a teacher also continues to learn and develop. A more empowering conceptualization of care in music education involves sharing--sharing experience, sharing passion, sharing excitement, sharing goals, and sharing humanness. The Oxford Handbook of Care in Music Education addresses ways in which music teachers and students interact as co-learners and forge authentic relationships with one another through shared music-making. Concepts of care addressed in the handbook stem from philosophies of relationship, feminist ethics, musical meaningfulness, and compassionate music teaching. These essays highlight the essence of authentic relationships and shared experiences between teachers and learners, extending previous conceptions of care to meet the needs of contemporary music learners and the teachers who care for, about, and with them.
Author: Katharine Smithrim
Publisher: Canadian Music Educators' Association
ISBN: 0920630138
Category : Education
Languages : en
Pages : 366
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Book Description
Making the connection between Research and Practice is the hope of most music education researchers. This volume brings the two together with the goal of furthering the dialogue concerning music education for young learners.
Author: John Finney
Publisher: A&C Black
ISBN: 0826494145
Category : Music
Languages : en
Pages : 234
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Book Description
Looks at new ways of thinking about the application of music and technology in schools, and addresses a range of environments and contexts that demonstrate new directions in music education.
Author: Estelle R. Jorgensen
Publisher: Indiana University Press
ISBN: 0253222982
Category : Music
Languages : en
Pages : 372
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Book Description
Estelle R. Jorgensen's latest work is an exploratory look into the ways we practice and represent music education through the metaphors and models that appear in everyday life. These metaphors and models serve as entry points into a deeper understanding of music education that moves beyond literal ways of thinking and doing and allows for a more creative embodiment of musical thought. Seeing the reader as a partner in the creation of meaning, Jorgensen intends for this book to be experienced by, rather than dictated to, the reader. Jorgensen's hope is that the intersections of art and philosophy, and metaphor and model can provide a richer and more imaginative view of music education.
