Music Education

What is music? Does music deserve a place in general education? If so why? Music Matters ,develops new answers to these questions through a wide-ranging examination of Music as a diverse human practice. The result is a ground-breaking philosophy of music education that provides critically reasoned perspectives on the nature and significance of performing, listening, musicianship, multiculturalism, creativity, consciousness, curriculum development and more. Music Matters is exceptional for the attention it pays to many aspects of music and education that past music education philosophy either misses of ignores altogether. Following an incisive critique of conventional thinking, Elliot develops a multidimensional concept of music that explains why music-making and listening are unique forms of thinking and unique forms of the most important kinds of knowing human beings can achieve. In a richly detailed narrative that examines a wealth of recent philosophical foundation allows teachers to affirm to themselves, and others, that music deserves a central place in the education of all people. Among many working ideas of this new philosophy is a distinctive concept of "curriculum-as-practicum" that explains how music educators can fulfil their educational mandate. Through intended first as a text for pre-service and in-service music teachers, Music Matters is for anyone who takes a serious interest in music and music education.

Music educators and practicing musicians have failed to benefit as much as they could from the past two decades of music psychology research. In this volume, Parncutt and McPherson propose to improve the situation by describing new approaches, informed by recent psychological research, to teaching music, learning music, and making music at all educational levels. Each chapter represents the collaboration between a music psychologist and a music educator. The articles begin by outlining music-psychological issues that are probably unfamiliar to musicians and music educators. Then, they propose teaching strategies and materials inspired by the psychologists' findings. The volume's twenty-one articles cover the broad issues of "the developing musician", "subskills of musical performance", and "instruments and ensembles".

Through practical examples Keith Swanwick illustrates layers of musical experience and outlines key principles for music educators on musical teaching. Chapters deal with the value, culture, assessment and the future of music education. There is a also a broader appeal to anyone who invents or performs music, those involved in music psychology, sociology, music promotion and music instructors.

As a musician, a music teacher, and father of three musical children, Robert A. Cutietta can view the challenge of raising musical kids from all sides. Now, in a volume written specifically for parents (with or without musical background), he draws upon his extensive research and varied personal experience to offer a complete, practical guide to this common parenting issue. Does music make kids smarter? At what age should a child begin music lessons? Where should I purchase an instrument? What should parents expect from a child's teachers and lessons? How do I get them to practice? Raising Musical Kids answers these and many more questions as it covers everything from assembling a good listening library for kids, to matching a child's personality with an instrument's personality, to finding musical resources in your community. Cutietta is a gold mine of common sense and straightforward advice. For instance, his novel reward system for enforcing practice will be a godsend for parents. Knowing that children can--and usually do--get most of their music education within the public school system, the author explores at length the features and benefits of elementary and secondary school programs, and shows how parents can make the schools work for them and their children. And along the way, readers will enjoy Cutietta's good humor--his tales of 3rd graders wrestling with huge string basses--and the common sense way he dispels many stereotypes, such as the all-too-common "only boys can play drums." Throughout, Cutietta emphasizes the joy of participating in music for its own sake. This is a book that parents everywhere will treasure as a complete road map for developing their child's musical abilities.

This book explores the musical interest and needs of children in their daily lives. Based upon their expressed thoughts and actual `musicking' behaviours, this text examines the songs they sing, the rythyms they make, and the roles that music plays for them. Blending standard education field experiences with ethnographic techniques, Dr. Campbell demonstrates how music is personally and socially meaningful to children and what values they place on particular musical styles, songs, and functions. He explores musical behaviours in various contextual settings, and presents in notated and narrative forms some of the `songs in their heads', balancing music learned with music `made', and intentional, purposeful music with natural musical behaviour. Songs in Their Heads is a vivid and engaging book that bridges the disciplines of music education, musicology, ethnomusicology, and folklore. Designed as a text or supplemental text in a variety of music education method courses, as well as a reference for music specialists and classroom teachers, this book will also appeal to parents interested in understanding and enhancing music making in their children.