Teaching music in higher education:
"This book is designed for faculty and graduate assistants working with undergraduate music majors as well as non-majors in colleges and universities in the United States. It includes suggestions for designing and organizing music courses (applied music as well as academic classes) and strategi...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York, NY, United States of America
Oxford University Press
[2020]
|
| Ausgabe: | Second edition |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | "This book is designed for faculty and graduate assistants working with undergraduate music majors as well as non-majors in colleges and universities in the United States. It includes suggestions for designing and organizing music courses (applied music as well as academic classes) and strategies for meeting the developmental needs of the undergraduate student. It addresses concerns about undergraduate curricula that meet National Association of School of Music requirements as well as teacher education requirements for music education majors in most states. A common theme throughout the book is a focus on "learner-centered pedagogy" (Weimer, 2013) or trying to meet students where they are and base instruction on their individual needs. The text also maintains a constant focus on the relationship between teaching and learning and encourages innovative ways for instructors to assess student learning in music courses. Teaching is connected throughout the book to student learning and the lecture model of "teaching as transmission of information" (Bain, 2004) is discouraged. Activities throughout the book ask instructors to focus on what it means to be an effective teacher for music courses. As there is limited research on teaching music in higher education, we have relied on comprehensive texts from the general education field to help provide the research base for our definition of effective teaching (Davis, 2009; Svinicki & McKeachie, 2014)"-- |
| Beschreibung: | xiv, 317 Seiten |
| ISBN: | 9780190945312 9780190945305 |
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| 520 | 3 | |a "This book is designed for faculty and graduate assistants working with undergraduate music majors as well as non-majors in colleges and universities in the United States. It includes suggestions for designing and organizing music courses (applied music as well as academic classes) and strategies for meeting the developmental needs of the undergraduate student. It addresses concerns about undergraduate curricula that meet National Association of School of Music requirements as well as teacher education requirements for music education majors in most states. A common theme throughout the book is a focus on "learner-centered pedagogy" (Weimer, 2013) or trying to meet students where they are and base instruction on their individual needs. The text also maintains a constant focus on the relationship between teaching and learning and encourages innovative ways for instructors to assess student learning in music courses. Teaching is connected throughout the book to student learning and the lecture model of "teaching as transmission of information" (Bain, 2004) is discouraged. Activities throughout the book ask instructors to focus on what it means to be an effective teacher for music courses. As there is limited research on teaching music in higher education, we have relied on comprehensive texts from the general education field to help provide the research base for our definition of effective teaching (Davis, 2009; Svinicki & McKeachie, 2014)"-- | |
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Datensatz im Suchindex
| _version_ | 1804181340778659840 |
|---|---|
| adam_text | Contents About the Second Edition Acknowledgments xi xv I. COURSE PLANNING AND PREPARATION 1. Designing an Undergraduate Music Course Checklist for Getting to Know the Culture of the School Avoiding the “Transmission Model” of Teaching Pedagogical Content Knowledge (PCK) and Knowledge for Teaching Undergraduate Student Vignette Course Goals and Descriptions Your Course in Relation to Others’ Sample Course Descriptions and Content Statements Choosing a Text Course Calendar Curriculum Design Issues in Music Courses Objectives-Based Approach Literature-Based Approach Skills-Based Approach Knowledge-Based Approach Policy Stakeholders National and Regional Policy University Policy Culture of the School and Policy Sample Degree Program Outlines Curricular Tensions Curricular Innovation Developing Your Curricular Philosophy Checklist for Early Course Decisions Conclusion Questions for Discussion and Suggested Activities 3 4 4 6 8 10 11 12 14 16 16 18 18 21 21 22 22 23 23 24 26 26 27 27 28 28 2. Assessment and Grading in Music Courses Assessment Versus Grading Music Aptitude and Music Achievement Managing Assessment in Music Courses Various Methods of Assessing Student Learning 31 32 33 34 35
VI CONTENTS Short Answer Essay Multiple Choice Criteria for Tests and Tools for Assessment Student-Generated Rubrics for Assignments Sample Performance Rubric Assessment in the Learner-Centered Classroom Departmental Assessment Conclusion Questions for Discussion and Suggested Activities 36 36 37 38 39 42 43 44 45 46 3. Understanding the Learners: Intellectual Growth Student Intellectual Growth Learning Styles Motivation Self-Regulation Specific Teaching Strategies for Underclassmen Specific Teaching Strategies for Upperclassmen Learner-Centered Pedagogy and Interacting with Students Conclusion Questions for Discussion and Suggested Activities 47 47 50 51 54 56 57 58 60 60 4. Understanding the Learners: Musical Growth Musical Growth and the Changing Learner Purposes and Goals for Undergraduate Music Education Freshmen Experiences Typical Music Offerings for Freshmen Sophomore Experiences Typical Music Offerings for Sophomores Junior Experiences Typical Music Offerings for Juniors Senior Experiences Typical Music Offerings for Seniors Questions for Discussion and Suggested Activities 63 63 63 65 67 68 70 70 72 72 74 75 5. Understanding the Learners: Identities in Inclusive Classrooms Techniques for Facilitating Inclusive Music Classrooms Terminology Gender Learn About Groups Other Than Your Own Convey the Same Level of Confidence in Abilities of All Students Be Aware of Possible Misinterpretations of Students’ Nonverbal Behaviors Balance Openness and Safety Monitor Your Behavior in Responding to All Students 77 78 78 79 82 83 83 84 85
CONTENTS Vii Do Not Make Assumptions About Student Identity Be Sensitive to Students Whose First Language is not English Help Students Form Study Teams Diversify the Musical Curricula by Bringing in Diverse Musical Guests Accommodating Students with Disabilities The Power of Language Access and Communication Schools of Music as Spaces for Allyhood Development Questions for Discussion and Suggested Activities 85 86 86 86 87 87 88 88 89 6. The Syllabus Course Title and Instructor Information Course Description or Purpose Course Content or Objectives Required and Recommended Materials Grading Criteria Course Outline or Calendar Sample Syllabi Applied Music Music Theory I Aural Skills I Music History Survey ofMusic for Nonmajors Brass Technique 91 92 92 92 93 93 95 95 95 98 104 107 110 114 II. TEACHING AND LEARNING 7. Creating a Culture for Learning Teaching Personality Reflection on Teaching Power and Control Identity as a College Professor Identity as a Graduate Assistant First Class Meeting Assessing Students’ Prior Knowledge, Experience, and Interest First Class Meeting Checklist Weekly Class Preparation Interaction with Readings and Materials Student Assignments Communication with Students Potentially Difficult Situations Attendance Difficult Students Cheating and Plagiarism Prevention 121 121 122 122 126 128 131 135 136 136 139 140 141 142 143 146 149
viii CONTENTS Grade Complaints and General Issues of Fairness Questions for Discussion and Suggested Activities 150 151 8. Instructional Strategies for Academic Courses Lectures Setting Up the Room and Physical Environment Planning a Lecture Checklist for Lecture Planning Delivering a Lecture Materials and Technology for a Lecture Assessment of Lecture Material Advantages and Disadvantages Leading a Discussion Setting Up the Room for a Discussion Planning a Discussion Leading a Discussion Materials and Technology for a Discussion Assessment of Discussion Material Advantages and Disadvantages Asking Questions Getting Students to Read Helping Students to Write Substantive Versus Reflective Writing Conclusion Questions for Discussion and Suggested Activities 153 153 154 155 156 156 157 158 159 159 160 160 161 163 164 164 165 167 170 172 173 174 9. Strategies for Active Learning in Music Classrooms Cooperative Learning Setting Up the Room Setting Up the Groups Planning for Cooperative Learning Leading Cooperative Learning Activities Assessment of Learning in the Collaborative Classroom Advantages and Disadvantages Collaborative Learning Setting Up the Room and Forming the Groups Planning for Collaborative Learning Participating in Collaborative Learning Activities Materials for Collaborative Learning Advantages and Disadvantages Case-Based Teaching Case-Based Teaching Checklist Games and Simulations Teaching Larger Classes and Unifying Principles of Teaching Create a Natural Critical Learning Environment 175 176 177 177 178 179 180 180 181 183 183 184 184 184 185 186 186 188
188
CONTENTS Get Their Attention and Keep It Start With Students Rather Than the Discipline Seek Commitment Help Students Learn Outside of Class Engage Students in Disciplinary Thinking Create Diverse Learning Experiences Questions for Discussion and Suggested Activities 10. Teaching Applied Music: Studio Lessons Logistics of Studio Teaching Accompanists/Technology for Accompanying Choosing Repertoire and Materials Juries and Auditions Characteristics of Successful Applied Teachers One on One Interaction Goal Setting and Recognizing Student Individual Needs Practicing Motivation Assessment and Grading Making Connections to Other Music Courses Visibility as a Performer and Professional Organizations Questions for Discussion and Suggested Activities 11. Teaching Applied Music: Recruiting, Studio Culture, Studio Classes, and Events Recruiting Masterclasses Building a Culture in the Studio Competition in the Studio Studio Class Technique Class, Repertoire Class, Excerpt Class, and Other Studio Interactions Required Recital and Concert Attendance Visibility of the Studio/Travel Questions for Discussion and Suggested Activities ЇХ 189 189 189 190 190 191 191 193 194 194 195 196 197 198 199 200 203 203 205 207 207 209 209 211 212 215 216 219 219 220 221 III. GROWTH IN TEACHING PRACTICE AND A FUTURE IN HIGHER EDUCATION 12. The Job Search in Higher Education Finding the Jobs and Understanding the Posting Cover Letters Resume or Curriculum Vitae Transcripts 225 225 228 228 231
X CONTENTS Letters of Recommendation Communication with the Institutions Additional Materials Phone or Videoconference Interviews Interviewing for a Job as a Music Professor Sample interview questions Discussion of interview responses Conclusion Music Teaching at the Interview Performance or Research Presentation Hiring and Negotiation Process Questions for Discussion and Suggested Activities 13. Reflection and Improvement of Teaching Reflection in College Teaching Teaching Journals Videorecording Peer Observation Meeting before an observation Meeting after the observation Student Feedback on Your Course Midterm Course Evaluations Student Final Course Evaluations Applying Student Suggestions Strategies for Critical Reflection Faculty Resources for the Improvement of Teaching Questions for Discussion and Suggested Activities 14. Navigating a Music Career in Higher Education University of Michigan School of Music, Theatre and Dance Promotion and Tenure Review Policy Teaching Research and Scholarship Questions for the Applied Faculty Member to Ask Questions for the Academic Faculty Member to Ask Service Securing Reviewers Level of Documentation Faculty Activities Report Institutional Support for Teaching and Challenges to Good Teaching Conclusions Why teach? Questions for Discussion and Suggested Activities References Author Index Subject Index 231 232 232 233 233 234 235 237 237 238 238 239 241 241 242 242 244 246 246 247 247 249 257 258 261 265 267 268 285 285 286 286 287 288 289 289 294 295 295 299 301 305 307
|
| adam_txt |
Contents About the Second Edition Acknowledgments xi xv I. COURSE PLANNING AND PREPARATION 1. Designing an Undergraduate Music Course Checklist for Getting to Know the Culture of the School Avoiding the “Transmission Model” of Teaching Pedagogical Content Knowledge (PCK) and Knowledge for Teaching Undergraduate Student Vignette Course Goals and Descriptions Your Course in Relation to Others’ Sample Course Descriptions and Content Statements Choosing a Text Course Calendar Curriculum Design Issues in Music Courses Objectives-Based Approach Literature-Based Approach Skills-Based Approach Knowledge-Based Approach Policy Stakeholders National and Regional Policy University Policy Culture of the School and Policy Sample Degree Program Outlines Curricular Tensions Curricular Innovation Developing Your Curricular Philosophy Checklist for Early Course Decisions Conclusion Questions for Discussion and Suggested Activities 3 4 4 6 8 10 11 12 14 16 16 18 18 21 21 22 22 23 23 24 26 26 27 27 28 28 2. Assessment and Grading in Music Courses Assessment Versus Grading Music Aptitude and Music Achievement Managing Assessment in Music Courses Various Methods of Assessing Student Learning 31 32 33 34 35
VI CONTENTS Short Answer Essay Multiple Choice Criteria for Tests and Tools for Assessment Student-Generated Rubrics for Assignments Sample Performance Rubric Assessment in the Learner-Centered Classroom Departmental Assessment Conclusion Questions for Discussion and Suggested Activities 36 36 37 38 39 42 43 44 45 46 3. Understanding the Learners: Intellectual Growth Student Intellectual Growth Learning Styles Motivation Self-Regulation Specific Teaching Strategies for Underclassmen Specific Teaching Strategies for Upperclassmen Learner-Centered Pedagogy and Interacting with Students Conclusion Questions for Discussion and Suggested Activities 47 47 50 51 54 56 57 58 60 60 4. Understanding the Learners: Musical Growth Musical Growth and the Changing Learner Purposes and Goals for Undergraduate Music Education Freshmen Experiences Typical Music Offerings for Freshmen Sophomore Experiences Typical Music Offerings for Sophomores Junior Experiences Typical Music Offerings for Juniors Senior Experiences Typical Music Offerings for Seniors Questions for Discussion and Suggested Activities 63 63 63 65 67 68 70 70 72 72 74 75 5. Understanding the Learners: Identities in Inclusive Classrooms Techniques for Facilitating Inclusive Music Classrooms Terminology Gender Learn About Groups Other Than Your Own Convey the Same Level of Confidence in Abilities of All Students Be Aware of Possible Misinterpretations of Students’ Nonverbal Behaviors Balance Openness and Safety Monitor Your Behavior in Responding to All Students 77 78 78 79 82 83 83 84 85
CONTENTS Vii Do Not Make Assumptions About Student Identity Be Sensitive to Students Whose First Language is not English Help Students Form Study Teams Diversify the Musical Curricula by Bringing in Diverse Musical Guests Accommodating Students with Disabilities The Power of Language Access and Communication Schools of Music as Spaces for Allyhood Development Questions for Discussion and Suggested Activities 85 86 86 86 87 87 88 88 89 6. The Syllabus Course Title and Instructor Information Course Description or Purpose Course Content or Objectives Required and Recommended Materials Grading Criteria Course Outline or Calendar Sample Syllabi Applied Music Music Theory I Aural Skills I Music History Survey ofMusic for Nonmajors Brass Technique 91 92 92 92 93 93 95 95 95 98 104 107 110 114 II. TEACHING AND LEARNING 7. Creating a Culture for Learning Teaching Personality Reflection on Teaching Power and Control Identity as a College Professor Identity as a Graduate Assistant First Class Meeting Assessing Students’ Prior Knowledge, Experience, and Interest First Class Meeting Checklist Weekly Class Preparation ' Interaction with Readings and Materials Student Assignments Communication with Students Potentially Difficult Situations Attendance Difficult Students Cheating and Plagiarism Prevention 121 121 122 122 126 128 131 135 136 136 139 140 141 142 143 146 149
viii CONTENTS Grade Complaints and General Issues of Fairness Questions for Discussion and Suggested Activities 150 151 8. Instructional Strategies for Academic Courses Lectures Setting Up the Room and Physical Environment Planning a Lecture Checklist for Lecture Planning Delivering a Lecture Materials and Technology for a Lecture Assessment of Lecture Material Advantages and Disadvantages Leading a Discussion Setting Up the Room for a Discussion Planning a Discussion Leading a Discussion Materials and Technology for a Discussion Assessment of Discussion Material Advantages and Disadvantages Asking Questions Getting Students to Read Helping Students to Write Substantive Versus Reflective Writing Conclusion Questions for Discussion and Suggested Activities 153 153 154 155 156 156 157 158 159 159 160 160 161 163 164 164 165 167 170 172 173 174 9. Strategies for Active Learning in Music Classrooms Cooperative Learning Setting Up the Room Setting Up the Groups Planning for Cooperative Learning Leading Cooperative Learning Activities Assessment of Learning in the Collaborative Classroom Advantages and Disadvantages Collaborative Learning Setting Up the Room and Forming the Groups Planning for Collaborative Learning Participating in Collaborative Learning Activities Materials for Collaborative Learning Advantages and Disadvantages Case-Based Teaching Case-Based Teaching Checklist Games and Simulations Teaching Larger Classes and Unifying Principles of Teaching Create a Natural Critical Learning Environment 175 176 177 177 178 179 180 180 181 183 183 184 184 184 185 186 186 188
188
CONTENTS Get Their Attention and Keep It Start With Students Rather Than the Discipline Seek Commitment Help Students Learn Outside of Class Engage Students in Disciplinary Thinking Create Diverse Learning Experiences Questions for Discussion and Suggested Activities 10. Teaching Applied Music: Studio Lessons Logistics of Studio Teaching Accompanists/Technology for Accompanying Choosing Repertoire and Materials Juries and Auditions Characteristics of Successful Applied Teachers One on One Interaction Goal Setting and Recognizing Student Individual Needs Practicing Motivation Assessment and Grading Making Connections to Other Music Courses Visibility as a Performer and Professional Organizations Questions for Discussion and Suggested Activities 11. Teaching Applied Music: Recruiting, Studio Culture, Studio Classes, and Events Recruiting Masterclasses Building a Culture in the Studio Competition in the Studio Studio Class Technique Class, Repertoire Class, Excerpt Class, and Other Studio Interactions Required Recital and Concert Attendance Visibility of the Studio/Travel Questions for Discussion and Suggested Activities ЇХ 189 189 189 190 190 191 191 193 194 194 195 196 197 198 199 200 203 203 205 207 207 209 209 211 212 215 216 219 219 220 221 III. GROWTH IN TEACHING PRACTICE AND A FUTURE IN HIGHER EDUCATION 12. The Job Search in Higher Education Finding the Jobs and Understanding the Posting Cover Letters Resume or Curriculum Vitae Transcripts 225 225 228 228 231
X CONTENTS Letters of Recommendation Communication with the Institutions Additional Materials Phone or Videoconference Interviews Interviewing for a Job as a Music Professor Sample interview questions Discussion of interview responses Conclusion Music Teaching at the Interview Performance or Research Presentation Hiring and Negotiation Process Questions for Discussion and Suggested Activities 13. Reflection and Improvement of Teaching Reflection in College Teaching Teaching Journals Videorecording Peer Observation Meeting before an observation Meeting after the observation Student Feedback on Your Course Midterm Course Evaluations Student Final Course Evaluations Applying Student Suggestions Strategies for Critical Reflection Faculty Resources for the Improvement of Teaching Questions for Discussion and Suggested Activities 14. Navigating a Music Career in Higher Education University of Michigan School of Music, Theatre and Dance Promotion and Tenure Review Policy Teaching Research and Scholarship Questions for the Applied Faculty Member to Ask Questions for the Academic Faculty Member to Ask Service Securing Reviewers Level of Documentation Faculty Activities Report Institutional Support for Teaching and Challenges to Good Teaching Conclusions Why teach? Questions for Discussion and Suggested Activities References Author Index Subject Index 231 232 232 233 233 234 235 237 237 238 238 239 241 241 242 242 244 246 246 247 247 249 257 258 261 265 267 268 285 285 286 286 287 288 289 289 294 295 295 299 301 305 307 |
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It includes suggestions for designing and organizing music courses (applied music as well as academic classes) and strategies for meeting the developmental needs of the undergraduate student. It addresses concerns about undergraduate curricula that meet National Association of School of Music requirements as well as teacher education requirements for music education majors in most states. A common theme throughout the book is a focus on "learner-centered pedagogy" (Weimer, 2013) or trying to meet students where they are and base instruction on their individual needs. The text also maintains a constant focus on the relationship between teaching and learning and encourages innovative ways for instructors to assess student learning in music courses. Teaching is connected throughout the book to student learning and the lecture model of "teaching as transmission of information" (Bain, 2004) is discouraged. Activities throughout the book ask instructors to focus on what it means to be an effective teacher for music courses. As there is limited research on teaching music in higher education, we have relied on comprehensive texts from the general education field to help provide the research base for our definition of effective teaching (Davis, 2009; Svinicki & McKeachie, 2014)"--</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Musikerziehung</subfield><subfield code="0">(DE-588)4040843-7</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Lehrerbildung</subfield><subfield code="0">(DE-588)4035093-9</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Hochschulunterricht</subfield><subfield code="0">(DE-588)4072562-5</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Music in universities and colleges</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Music / Instruction and study</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Music in universities and colleges</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Music / Instruction and study</subfield></datafield><datafield tag="655" ind1=" " ind2="7"><subfield code="8">1\p</subfield><subfield code="0">(DE-588)4123623-3</subfield><subfield code="a">Lehrbuch</subfield><subfield code="2">gnd-content</subfield></datafield><datafield tag="689" ind1="0" ind2="0"><subfield code="a">Musikerziehung</subfield><subfield code="0">(DE-588)4040843-7</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2="1"><subfield code="a">Hochschulunterricht</subfield><subfield code="0">(DE-588)4072562-5</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2=" "><subfield code="5">DE-604</subfield></datafield><datafield tag="689" ind1="1" ind2="0"><subfield code="a">Musikerziehung</subfield><subfield code="0">(DE-588)4040843-7</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="1" ind2="1"><subfield code="a">Lehrerbildung</subfield><subfield code="0">(DE-588)4035093-9</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="1" ind2=" "><subfield code="8">2\p</subfield><subfield code="5">DE-604</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Erscheint auch als</subfield><subfield code="n">Online-Ausgabe</subfield><subfield code="z">978-0-19-094533-6</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="m">Digitalisierung BSB München - ADAM Catalogue Enrichment</subfield><subfield code="q">application/pdf</subfield><subfield code="u">http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032055454&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA</subfield><subfield code="3">Inhaltsverzeichnis</subfield></datafield><datafield tag="940" ind1="1" ind2=" "><subfield code="q">BSB_NED_20200428</subfield></datafield><datafield tag="999" ind1=" " ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-032055454</subfield></datafield><datafield tag="883" ind1="1" ind2=" "><subfield code="8">1\p</subfield><subfield code="a">cgwrk</subfield><subfield code="d">20201028</subfield><subfield code="q">DE-101</subfield><subfield code="u">https://d-nb.info/provenance/plan#cgwrk</subfield></datafield><datafield tag="883" ind1="1" ind2=" "><subfield code="8">2\p</subfield><subfield code="a">cgwrk</subfield><subfield code="d">20201028</subfield><subfield code="q">DE-101</subfield><subfield code="u">https://d-nb.info/provenance/plan#cgwrk</subfield></datafield><datafield tag="942" ind1="1" ind2="1"><subfield code="c">780.7</subfield><subfield code="e">22/bsb</subfield><subfield code="f">090512</subfield></datafield></record></collection> |
| genre | 1\p (DE-588)4123623-3 Lehrbuch gnd-content |
| genre_facet | Lehrbuch |
| id | DE-604.BV046644148 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T14:14:58Z |
| indexdate | 2024-07-10T08:50:06Z |
| institution | BVB |
| isbn | 9780190945312 9780190945305 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-032055454 |
| oclc_num | 1151403021 |
| open_access_boolean | |
| owner | DE-12 DE-355 DE-BY-UBR |
| owner_facet | DE-12 DE-355 DE-BY-UBR |
| physical | xiv, 317 Seiten |
| psigel | BSB_NED_20200428 |
| publishDate | 2020 |
| publishDateSearch | 2020 |
| publishDateSort | 2020 |
| publisher | Oxford University Press |
| record_format | marc |
| spelling | Conway, Colleen M. ca. 20./21. Jh. Verfasser (DE-588)1031307958 aut Teaching music in higher education Colleen M. Conway Second edition New York, NY, United States of America Oxford University Press [2020] xiv, 317 Seiten txt rdacontent n rdamedia nc rdacarrier "This book is designed for faculty and graduate assistants working with undergraduate music majors as well as non-majors in colleges and universities in the United States. It includes suggestions for designing and organizing music courses (applied music as well as academic classes) and strategies for meeting the developmental needs of the undergraduate student. It addresses concerns about undergraduate curricula that meet National Association of School of Music requirements as well as teacher education requirements for music education majors in most states. A common theme throughout the book is a focus on "learner-centered pedagogy" (Weimer, 2013) or trying to meet students where they are and base instruction on their individual needs. The text also maintains a constant focus on the relationship between teaching and learning and encourages innovative ways for instructors to assess student learning in music courses. Teaching is connected throughout the book to student learning and the lecture model of "teaching as transmission of information" (Bain, 2004) is discouraged. Activities throughout the book ask instructors to focus on what it means to be an effective teacher for music courses. As there is limited research on teaching music in higher education, we have relied on comprehensive texts from the general education field to help provide the research base for our definition of effective teaching (Davis, 2009; Svinicki & McKeachie, 2014)"-- Musikerziehung (DE-588)4040843-7 gnd rswk-swf Lehrerbildung (DE-588)4035093-9 gnd rswk-swf Hochschulunterricht (DE-588)4072562-5 gnd rswk-swf Music in universities and colleges Music / Instruction and study 1\p (DE-588)4123623-3 Lehrbuch gnd-content Musikerziehung (DE-588)4040843-7 s Hochschulunterricht (DE-588)4072562-5 s DE-604 Lehrerbildung (DE-588)4035093-9 s 2\p DE-604 Erscheint auch als Online-Ausgabe 978-0-19-094533-6 Digitalisierung BSB München - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032055454&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Conway, Colleen M. ca. 20./21. Jh Teaching music in higher education Musikerziehung (DE-588)4040843-7 gnd Lehrerbildung (DE-588)4035093-9 gnd Hochschulunterricht (DE-588)4072562-5 gnd |
| subject_GND | (DE-588)4040843-7 (DE-588)4035093-9 (DE-588)4072562-5 (DE-588)4123623-3 |
| title | Teaching music in higher education |
| title_auth | Teaching music in higher education |
| title_exact_search | Teaching music in higher education |
| title_exact_search_txtP | Teaching music in higher education |
| title_full | Teaching music in higher education Colleen M. Conway |
| title_fullStr | Teaching music in higher education Colleen M. Conway |
| title_full_unstemmed | Teaching music in higher education Colleen M. Conway |
| title_short | Teaching music in higher education |
| title_sort | teaching music in higher education |
| topic | Musikerziehung (DE-588)4040843-7 gnd Lehrerbildung (DE-588)4035093-9 gnd Hochschulunterricht (DE-588)4072562-5 gnd |
| topic_facet | Musikerziehung Lehrerbildung Hochschulunterricht Lehrbuch |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032055454&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT conwaycolleenm teachingmusicinhighereducation |