Music Education for Changing Times (eBook)

Preface 6
Social Practices 7
Practice, Theory, and Research 8
Praxis as Action 8
Praxis and Praxial Knowledge 9
Default Settings and Action Ideals 10
Contents 13
Contributors 15
Introduction: Grounding Music Education in Changing Times 19
How These Action Ideals Came About 20
Why Things Got This Way: Entropy and Three Faces of Time 21
When the Way Is Lost Then Come the Rites. 24
Where Is the Solid Ground? 25
Dialogue Is Key: How This Book Is Different 26
Action Ideals and a New Approach to Rationalizing Practice 27
How to Use This Book 28
Notes 29
References 30
Action for Change in Music Education 29
Part I Musicianship 38
1 No One True Way: Music Education Without Redemptive Truth 40
Coda 48
Notes 7
References 52
2 Critically Reflective Musicianship 53
References 61
Part II Culture and Society 63
3 Re-thinking Music in the Context of Education 65
Roots of Contemporary Music Education Practice 66
Standing at the Crossroads of Tradition and Change: Paving a Way Forward 68
Connecting Students to Multiple Musical Worlds 69
Re-inventing Tradition: Music Education in Tune with Music in Contemporary Life 71
References 30
4 Musicianship, Musical Identity, and Meaning as Embodied Practice 74
Musicianship, Schooling, and Cultural Context 75
Fundamentalism and Its Discontents 76
Rethinking School Music Ensembles 78
Musical Identity and Agency in Music Education 80
Embodiment and Meaning in Music Education 82
Leading by Example in Music Education 86
Implications for Policy and Practice 88
References 89
Part III Leadership 91
Reference 75
5 Dis-Orientations of Desire: Music Education Queer 93
Orientation(s) Sexual and Musical 94
Musician as Homosexual 96
Queer Movement, Queer Pleasure 98
Music Education Queer 101
Notes 102
References 103
6 Pragmatism, Music's Import, and Music Teachersas Change Agents 106
Peirces Pragmatism 106
Semiotic 107
A Pragmatic Conception of Music 108
A Pragmatic Response 110
Notes 114
References 115
Part IV Institutions 116
7 Listening for Whiteness: Hearing Racial Politics in Undergraduate School Music 118
An Access Conundrum 119
The Other Music 120
Listening for Affirmations of Whiteness 122
Building the Bins: Racing Bodies, Styling Music 123
Listening for Difference: The Funding of Race 123
Listening for Difference: The Funding of Musical Style 123
Can We Renovate or Is It Time to Move? 124
Notes 126
References 127
8 My Music, Their Music, and the Irrelevance of Music Education 129
Notes 137
References 138
Part V Interdisciplinarity 140
9 Breaking Through Our Own Barriers 142
Notes 151
References 152
10 Becoming Intellectually Fearless 153
Unity of Knowledge 154
Comparative Processes 155
Pattern 156
The Christian Belief System 158
Hindu Beliefs 159
Time and Space 160
Biology and Culture 162
Dualities 163
Intellectual Fearlessness 164
Notes 165
References 166
Part VI Research and Theory 167
11 An Expanded Research Agenda for Music Education 169
Is Critical Theory a Fad? 170
Music Education Research 171
Policy 172
Research 173
How to Proceed? 174
Can We Benefit from an Example of Change? 174
Expanded Research 176
Note 177
References 177
12 Ecological Validity and Impact: Key Challenges for Music Education Research 179
Introduction 179
The Challenge of Multivoicedness 180
The Challenge of Culture 182
The Challenge of Understanding the Bodymind in Relation to Effective Music Teaching 184
Conclusion 186
Note 187
References 187
Part VII Curriculum 190
13 Curriculum as Professional Action 192
Concepts of Curriculum Development 193
Curriculum the Right Way 194
Standards 195
National Music Standards 196
Curriculum Making for Music Education 197
Curriculum Commonplaces 198
Praxial Curriculum Making 198
Conclusion 202
References 202
14 Placing Curriculum in Music 204
Philosophy of Place in Education and Place-Based Education 206
An Example 207
Notes 213
References 214
15 Conclusion: An End Is a Beginning 216
Ideals or Idealism? 216
How Healthy Is Music Education Today? 217
Problematizing or Standardizing Teaching? 218
Does Music Education Always---Automatically---Benefit Students and Culture? 218
To What Conclusions (Beginnings) Might the Seven Action Ideals Point? 220
Notes 223
References 225
Author Index 227
Subject Index 231