The Oxford Handbook of Preservice Music Teacher Education in the United States identifies the critical need for increased cultural engagement in Pre-K-12 music education. Collectively, the handbook's 56 contributors argue that music education benefits all students only if educators activelywork to broaden diversity in the profession and consistently include diverse learning strategies, experiences, and perspectives in the classroom. In this handbook, contributors encourage music education faculty, researchers, and graduate students to take up that challenge.Throughout the handbook, contributors provide a look at ways music teacher educators prepare teachers to enter the music education profession and offer suggestions for ways in which preservice teachers can advocate for and adapt to changes in contemporary school settings. For example, educators canexpand the types of music groups offered to students, from choir to jazz ensemble. Building upon students' available resources, contributors use research-based approaches to identify the ways in which educational methods and practices must transform in order to successfully challenge existing musiceducation boundaries.
This handbook identifies the critical need for change in Pre-K-12 music education.
“Music as Socio-Cultural Behavior: Implications for Cross-Cultural Education—A Case Study.” PhD diss., Columbia University. ... “High-School Music Teachers' Meanings of Teaching World Music.” MM thesis, Queen's University.
Models of Qualitative Research is the third of three paperback volumes derived from the original Oxford Handbook of Qualitative Research in American Music Education, which outlines the history of qualitative research in music education and ...
This book is for any music teacher working with elementary, middle school, and high school students in a private lesson setting.
The Oxford Handbook of Technology and Music Education's dedication to diversity and forward-facing discussion promotes contrasting perspectives and conversational voices rather than reinforce traditional narratives and prevailing discourses ...
As mentioned in step 2, this teacher chose to give his students some “rules of podcasting. ... maintain safety from copyright violation, and also referred to The Teacher's Guide to Music, Media, and Copyright Law (Frankel, 2009).
Important to this is a realization that the psychological and pedagogical underpinnings of teacher identity hold importance in shaping who a teacher will become in his/her practice.
Popular music education-the dawning of a New Age. Popular Music, 11(2), 239–241. Cavicchi, D. (2009). My music, their music, and the irrelevance of music education. In Music education for changing times (pp. 97–107).
Sample course calendar/integration of the text for both music-specific and general education seminars.
The Oxford Handbook of Social Justice in Music Education provides a comprehensive overview and scholarly analyses of the major themes and issues relating to social justice in musical and educational practice worldwide.