World Music Pedagogy, Volume VI: School-Community Intersections provides students with a resource for delving into the meaning of "world music" across a broad array of community contexts and develops the multiple meanings of community relative to teaching and learning music of global and local cultures. It clarifies the critical need for teachers to work in tandem with community musicians and artists in order to bridge the unnecessary gulf that often separates school music from the music of the world beyond school and to consider the potential for genuine collaborations across this gulf. The five-layered features of World Music Pedagogy are specifically addressed in various school-community intersections, with attention to the collaboration of teachers with local community artist-musicians and with community musicians-at-a-distance who are available virtually. The authors acknowledge the multiple routes teachers are taking to enable and encourage music learning in community contexts, such as their work in after-school academies, museums and libraries, eldercare centers, places of worship, parks and recreation centers, and other venues in which adults and children gather to learn music, make music, and become convivial through music This volume suggests that the world’s musical cultures may be found locally, can be tapped virtually, and are important in considerations of music teaching and learning in schools and community contexts. Authors describe working artists and teachers, scenarios, vignettes, and teaching and learning experiences that happen in communities and that embrace the role of community musicians in schools, all of which will be presented with supporting theoretical frameworks.
"'The Routledge World Music Pedagogy Series' encompasses principal cross-disciplinary issues in music, education, and culture in six volumes, detailing theoretical and practical aspects of World Music Pedagogy in ways that contribute to the ...
Unique to this series, each of these chapters illustrates practical procedures for incorporating the WMP framework into sample classes. However, this volume (like the rest of the series) is not a prescriptive recipe book of lesson plans.
Volume I: Early Childhood Education Sarah H. Watts Volume II: Elementary Music Education J. Christopher Roberts and Amy C. Beegle Volume III: Secondary School Innovations Karen Howard and Jamey Kelley Volume IV: Instrumental Music ...
The children in Ms. Andrews's third grade music class finish playing the rambunctious Anglo-American singing game Weevily Wheat and noisily make their way to sit on the floor in their assigned row spots.
Saddle River , NJ : Pearson . ( 2011 ) . Playing with the classics : Music ... Making human beings human : Bioecologi- Choksy , L. ( 1999a ) . ... Choksy , L. , R. M. Abramson , A. E. Gillespie , D. Woods , and Bruner , J. ( 1960 ) .
'Facing the Music' provides a rich resource for reflection and practice for all those involved in teaching and learning music in culturally diverse environments, from policy makers to classroom teachers.
Palfrey, John, and Urs Gasser. 2008. Born Digital. New York: Basic Books. Papousek, Hanus. 1996. “Musicality in Infancy Research: Biological and Cultural Origins of Early Musicality.” In Musical Beginnings, ed. Irene Deliege and John ...
Volume I: Early Childhood Education Sarah H. Watts Volume II: Elementary Music Education J. Christopher Roberts and Amy C. Beegle Volume III: Secondary School Innovations Karen Howard and Jamey Kelley Volume IV: Instrumental Music ...
Overall, the book contains the histories of the music of diverse cultures, which increasingly become the folk, popular and classical music of our own era.
This they earned through their development of “music-culture curricular units,” inspired by the world music ... in early childhood education, elementary school, choral ensembles, instrumental ensembles, innovative secondary school music ...