Contemporary music education:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Belmont, Calif.
Wadsworth
2013
|
| Ausgabe: | 4. ed |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XVIII, 286 S. |
| ISBN: | 9781133956303 1133956300 |
Internformat
MARC
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| 245 | 1 | 0 | |a Contemporary music education |c Michael L. Mark ; Patrice Madura |
| 250 | |a 4. ed | ||
| 264 | 1 | |a Belmont, Calif. |b Wadsworth |c 2013 | |
| 300 | |a XVIII, 286 S. | ||
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Datensatz im Suchindex
| _version_ | 1804150061136871424 |
|---|---|
| adam_text | Contents
LIST OF
ILLUSTRATIONS
AND EXHIBITS x
PREFACE
xi
INTRODUCTION: AMERICAN SOCIETY AND MUSIC
EDUCATION
xv
PART I Social and Intellectual Foundations of
Contemporary Music Education
1
1
A Brief History of American Music Education
3
Early American Music Education
3
Music Instruction in Schools
5
Music Education at the End of the Nineteenth Century
6
Music Education in the Context of Education Reform
11
The
1950s 11
The
1960s 14
The
1970s 15
The
1980s 15
National Reports on American Education
16
Attempting to Fix Education
17
The
1990s 18
The Twenty-First
Century· 19
Conclusion
20
Motes
21
*
iii
ÍV
CONTENTS
Pivotal
Events
of the Contemporary Era
25
A Time of Change for Education and Music Education
25
The Contemporary Music Project
25
The Yale Seminar on Music Education
28
The Juilliard Repertory Project
29
The Tanglewood Symposium
30
The Goals and Objectives Project
31
The Development of Professional Standards
32
National Standards for Arts Education
33
Vision
2020:
The Housewright Symposium on the
Future of Music Education
34
The Centennial Congress of the Music Educators
National Conference
35
The National Coalition for Core Arts Standards
(NCCAS)
36
Four Statements of Belief and Purpose
37
The Recommendations of the Yale Seminar
37
Tlie
Recommendations of the
Tanglewood
Declaration
38
The Recommendations of Vision
2020:
Tlie
Housewright
Declaration
40
Tiie Recommendations of the Centennial Declaration of
MENC: Tiie National Association for Music Education
41
Summary
43
Notes
43
Intellectual Currents of the Contemporary Era
45
Philosophy and Psychology
45
Philosophy of Music Education
45
Tlie
Historical Basis of Music Education Philosophy
46
A Utilitarian View of Music Education
47
Early Music Education in Colonial and Nineteenth-Century
America
47
Tiie Shift from a Utilitarian Belief to an Aesthetic
Philosophy
48
Two Books Tiiat Helped Launcli the Contemporary Period
of Music Education
49
Bennett
Reimer
s
A Philosophy of Music Education
50
CONTENTS
V
Music Education Philosophy: An International Pursuit
51
Tlie
Emergence of a Praxial Philosophy
51
Will Tliere Ever Be One Unified Philosophy of Music
Education
? 53
Psychology and Music Education
53
Four Tliemes in Psychology
54
f
erome Bruner
and the Development of Conceptual Learning
55
Cognitive Psychology and Arts Education
58
Project Zero
58
Theories of Multiple Intelligences
58
Arta
PROPEL
60
Cognitive Psychology Supports Musk Education
61
Specialized Music Education Interests in Music Education
and Cognitive Psychology
62
Support for Music Education from Outside of the Profession
62
Notes
63
4
Advocacy: Connecting Public Policy and
Arts Education
67
Public Policy and Arts Education
67
Public Policy
61
Advocacy for Arts Education
68
Why Is Advocacy Needed?
69
Arts Education Coalitions
70
The Twenty-First Century
72
State Advocacy Efforts
72
Other Advocacy Efforts
74
Allies from the Scientific Community
75
Wiiat Advocates Advocate For
76
The Federal Government and Arts Education
77
A Brief Overview of Federal Programs Tliat Have Affected
Music Education
77
Tlie
United States Department of Education
78
Tlie
Elementary and Secondary Education Act of
1965 78
Tlie
Education Professions Development Act of
1967
(EPDA)
80
VI
CONTENTS
The National Foundation on the Arts and the Humanities
81
ArtsEdge
82
Congress Supports Arts Education
82
Goals
2000:
Educate America Act
84
The No Child Left Behind Act
87
Some Relief for Underperforming Schools
88
Race to the Top
88
The Common Core State Standards Initiative (CCSSI)
89
STEM
90
Conclusion
90
Notes
91
PARTII
The Music Curriculum
95
5
Music Education Methods
97
Conceptual Education
97
The Dalcroze Method
98
The Orff Approach
102
The
Kodály
Method
106
Manhattanville Music Cvirricvilum Program
111
Cycle
1 114
Cycle
1
Skills
114
Comprehensive Musicianship
117
Gordon s Music Learning Theory
123
Discrimination Learning
125
Inference Learning
126
National Standards for Arts Education
127
Final Thoughts
129
Notes
130
6
Materials and Tools of Music Education
134
Jazz and Popular Music
134
The National Association of Jazz Education
136
The Youth Culture
138
Multicultural Music Education
139
Legislation Supporting MtilticulturaHsm in Education
140
CONTENTS
VII
Multicultural Music Education
141
Cultural Authenticity
142
World Musics or Multicultural Musics?
143
Teaching Multicultural Musics
144
Preparing Music Educators for Multicultural ¡hulling
145
Technology and Music Education
147
The Adoption of Technology in Schools
¡52
Notes
153
PART III Areas of Perennial Concern for Music Education
157
7
Music Education for Students with Exceptional
Needs
159
Music in Special Education
159
Ugal Bases for Special Education
160
Tlie
Music Student with Exceptional Needs
163
Gifted Education
í
66
Music in Urban Education
167
Tlie
Social Revolution and Education
168
Students At Risk
169
Music Education in Urban Schools 111
Notes
174
8
The Education of Music Teachers
177
Competency-Based Teacher Education I
77
Characteristics oj Competency-Based Teacher Education
11
Ή
Competency-Based Music Teacher Education
1
HO
Music Teacher Education Accreditation
IH
I
Music Education Methods Courses
181
Personal Qualities
182
Musical Competencies
182
Professional Qualities
183
Specific Applications of Competency-Based Music Teacher
Education
183
Criticisms ofCBTE
184
Examinations to Qualify tor Teaching
1 85
The Praxis Scries
186
VIU
CONTENTS
Professional Certification
187
The Society for Music Teacher Education
187
Music Education Research
189
The Music Education Research Council
190
Tiie Society for Research in Music Education
191
Special Research Interest Groups
192
Vie
NAJME
Historical Center
193
The Journal of Research in Music Education
193
The Council for Research in Music Education
193
Other Research Journals
193
Handbook of Research on Music Teaching and Learning
195
Research Symposia and Conferences
196
Tlie
Ann Arbor Symposium
196
Tlie Wesíeyan
Symposium on the Application of Social
Anthropology to the Teaching and Learning of Music
196
Other Symposia and Conferences
196
Conclusion
196
Notes
197
PART IV Finale
201
9
Assessments in Music Education
203
The National Assessment of Education Progress
204
Goals of the NAEP
205
Methodology of the NAEP
205
NAEP in Music
206
Musk Achievement: The First Assessment
207
Music Achievement: The Second Assessment
214
Tiie
1997
NAEP in the Arts
216
The
2008
NAEP Arts Assessment
220
Summary of the NAEP Arts Assessments
221
State Assessments
222
Other Kinds of Assessments
223
Data Collected by the National Arts Education Research
Center
223
CONTENTS
IX
Data
Collected by the Music Educators National
Conference
225
Indicators of the Success of Arts Students
225
Notes
226
10
CODA
230
The Need for a Unified Profession
231
Belief in the Value of One s Profession
232
Music Education and the Local Community
233
Research to Serve Practical Needs
233
An Active, Vibrant Profession
234
Note
235
BIBLIOGRAPHY
236
INDEX
277
|
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| subject_GND | (DE-588)4040843-7 (DE-588)4078704-7 |
| title | Contemporary music education |
| title_auth | Contemporary music education |
| title_exact_search | Contemporary music education |
| title_full | Contemporary music education Michael L. Mark ; Patrice Madura |
| title_fullStr | Contemporary music education Michael L. Mark ; Patrice Madura |
| title_full_unstemmed | Contemporary music education Michael L. Mark ; Patrice Madura |
| title_short | Contemporary music education |
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