Music, meaning and transformation:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Newcastle
Cambridge Scholars
2007
|
| Ausgabe: | 1. publ. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references (p. [237]-245) |
| Beschreibung: | XV, 245 S. 21 cm |
| ISBN: | 9781847182135 1847182135 |
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Datensatz im Suchindex
| _version_ | 1804137754138771456 |
|---|---|
| adam_text | TABLE
OF
CONTENTS
Foreword by Elizabeth Mackinlay
ix
Preface
xi
Acknowledgements
xiv
Part I: Position
1
Chapter One: Designing and managing the
2
cultural lives of children
Some key concepts in this book
3
Modelling the development of a personal
7
philosophy of music education: A teacher s
journey
What we can do
9
Chapter Two: Locating myself in the discourse
11
The big picture issues
11
Culture, technology and popular music
13
Emerging cultural understanding
14
The benefits of an Australian position
16
What technology reveals
18
Chapter Three: Putting the meat on the bones
20
oftheory
Project
1 :
Researching the meaning of music to
20
students in a school context
Project
2:
Researching meaningful engagement
40
with music technology
Project
3 :
Indigenising the curriculum and
41
community music research
Partii:
Theoretical
45
Chapter Four: Music making and flow
46
About Csikszentmihalyi and flow
46
Four areas of meaning
50
Autotelic
behaviour and personalities
51
Early childhood music experience
52
vi
Music, meaning and transformation
Institutional music learning
63
The location of musical meaning: Where is it?
68
Chapter Five: Designing meaningful and
71
engaging environments
The intrinsic nature of music experience
71
Meaning and experience design
72
Experience design and culture
73
Problematising music technology in experience
80
and curriculum design
A context analysis framework
80
Observing meaningful engagement: A matrix
84
Chapter Six: The student as maker
88
The relationship of theory to the idea of
88
student as maker
What we can do
92
The student as maker: A definition
93
Dewey
and art as experience
95
Student as maker : The student-teacher
97
relationship and the environment
The student as maker and the postmodern
99
condition
The student as maker and culture
101
The student as maker and technology
102
Chapter Seven: The teacher as builder- the
making of meaning
105
Teaching and embodied relationships in the
106
instrumental studio
Studio teaching and meaning
109
Classroom music
113
Performance
127
Building context, embodying understanding
133
Teacher as builder and the concept of culture
137
Teacher as builder and technology
141
What we can do
143
Part
Ш:
Practical
145
vu
Table
of
Contents
Chapter Eight: Meaningful engagement with
music and personal meaning
146
Defining personal meaning
147
What is a music teacher?
156
Personal meaning and culture
160
Personal meaning and technology
162
What we can do
164
Chapter Nine: Social meaning and meaningful
engagement with music
165
Relational knowledge and common ground
165
Building of a sense of unity
170
Teacher qualities, organisational principles and
171
processes
Social meaning and culture
172
Social meaning and music technology
173
What we can do
175
Chapter Ten: Meaningful engagement with
music and cultural meaning
176
A projection of self
176
The power of music in cultural identity
177
Case study
178
What are the characteristics of the teacher?
181
Cultural meaning and other cultures
183
Cultural meaning and technology
186
What we can do
188
Chapter Eleven: The school as village
189
A philosophical basis for the school as village
191
The physical environment
192
The social environment
193
The psychological environment
195
The institutional environment
196
The educational environment: Classroom and
198
curriculum
The school environment
202
The world beyond school
203
A changing environment: Tasks for the new
207
millennium
The school as village and technology
209
viii
Music, meaning and transformation
Building community with technology
211
The school as village and culture
212
What we can do
215
Chapter Twelve: Meaningful music making for
life
216
A summary of the journey
216
A summary of insights
219
Knowing where we need to go next
229
Appendix A: Meaningful engagement matrix
231
Appendix B: Philosophical Checklist
233
References
237
|
| adam_txt |
TABLE
OF
CONTENTS
Foreword by Elizabeth Mackinlay
ix
Preface
xi
Acknowledgements
xiv
Part I: Position
1
Chapter One: Designing and managing the
2
cultural lives of children
Some key concepts in this book
3
Modelling the development of a personal
7
philosophy of music education: A teacher's
journey
What we can do
9
Chapter Two: Locating myself in the discourse
11
The big picture issues
11
Culture, technology and popular music
13
Emerging cultural understanding
14
The benefits of an Australian position
16
What technology reveals
18
Chapter Three: Putting the meat on the bones
20
oftheory
Project
1 :
Researching the meaning of music to
20
students in a school context
Project
2:
Researching meaningful engagement
40
with music technology
Project
3 :
Indigenising the curriculum and
41
community music research
Partii:
Theoretical
45
Chapter Four: Music making and flow
46
About Csikszentmihalyi and "flow"
46
Four areas of meaning
50
Autotelic
behaviour and personalities
51
Early childhood music experience
52
vi
Music, meaning and transformation
Institutional music learning
63
The location of musical meaning: Where is it?
68
Chapter Five: Designing meaningful and
71
engaging environments
The intrinsic nature of music experience
71
Meaning and experience design
72
Experience design and culture
73
Problematising music technology in experience
80
and curriculum design
A context analysis framework
80
Observing meaningful engagement: A matrix
84
Chapter Six: The student as maker
88
The relationship of theory to the idea of
88
"student as maker"
What we can do
92
The student as maker: A definition
93
Dewey
and art as experience
95
"Student as maker": The student-teacher
97
relationship and the environment
The "student as maker" and the postmodern
99
condition
The "student as maker" and culture
101
The "student as maker" and technology
102
Chapter Seven: The teacher as builder- the
making of meaning
105
Teaching and embodied relationships in the
106
instrumental studio
Studio teaching and meaning
109
Classroom music
113
Performance
127
Building context, embodying understanding
133
Teacher as builder and the concept of culture
137
Teacher as builder and technology
141
What we can do
143
Part
Ш:
Practical
145
vu
Table
of
Contents
Chapter Eight: Meaningful engagement with
music and personal meaning
146
Defining personal meaning
147
What is a music teacher?
156
Personal meaning and culture
160
Personal meaning and technology
162
What we can do
164
Chapter Nine: Social meaning and meaningful
engagement with music
165
Relational knowledge and common ground
165
Building of a sense of unity
170
Teacher qualities, organisational principles and
171
processes
Social meaning and culture
172
Social meaning and music technology
173
What we can do
175
Chapter Ten: Meaningful engagement with
music and cultural meaning
176
A projection of self
176
The power of music in cultural identity
177
Case study
178
What are the characteristics of the teacher?
181
Cultural meaning and "other" cultures
183
Cultural meaning and technology
186
What we can do
188
Chapter Eleven: The school as village
189
A philosophical basis for the school as village
191
The physical environment
192
The social environment
193
The psychological environment
195
The institutional environment
196
The educational environment: Classroom and
198
curriculum
The school environment
202
The world beyond school
203
A changing environment: Tasks for the new
207
millennium
The school as village and technology
209
viii
Music, meaning and transformation
Building community with technology
211
The school as village and culture
212
What we can do
215
Chapter Twelve: Meaningful music making for
life
216
A summary of the journey
216
A summary of insights
219
Knowing where we need to go next
229
Appendix A: Meaningful engagement matrix
231
Appendix B: Philosophical Checklist
233
References
237 |
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| spelling | Dillon, Steve C. Verfasser aut Music, meaning and transformation by Steve Dillon 1. publ. Newcastle Cambridge Scholars 2007 XV, 245 S. 21 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (p. [237]-245) Musik Philosophie Psychologie Music Instruction and study Philosophy Music Psychological aspects Musikphilosophie (DE-588)4123809-6 gnd rswk-swf Musikerziehung (DE-588)4040843-7 gnd rswk-swf Musikpsychologie (DE-588)4127817-3 gnd rswk-swf Musikerziehung (DE-588)4040843-7 s Musikphilosophie (DE-588)4123809-6 s Musikpsychologie (DE-588)4127817-3 s DE-604 Digitalisierung BSBMuenchen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016564433&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Dillon, Steve C. Music, meaning and transformation Musik Philosophie Psychologie Music Instruction and study Philosophy Music Psychological aspects Musikphilosophie (DE-588)4123809-6 gnd Musikerziehung (DE-588)4040843-7 gnd Musikpsychologie (DE-588)4127817-3 gnd |
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| title | Music, meaning and transformation |
| title_auth | Music, meaning and transformation |
| title_exact_search | Music, meaning and transformation |
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| title_full | Music, meaning and transformation by Steve Dillon |
| title_fullStr | Music, meaning and transformation by Steve Dillon |
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| title_short | Music, meaning and transformation |
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| topic | Musik Philosophie Psychologie Music Instruction and study Philosophy Music Psychological aspects Musikphilosophie (DE-588)4123809-6 gnd Musikerziehung (DE-588)4040843-7 gnd Musikpsychologie (DE-588)4127817-3 gnd |
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