An Orientation to Music Education

An Orientation to Music Education : Structural Knowledge for Music Teaching

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Appropriate as a supplemental text for all music education methods courses and a core text in music education curriculum.This text is intended to assist preservice and experienced teachers make thoughtful decisions regarding music teaching and learning that are essential to effective practice. It emphasizes contextual issues as well as matters specifically pertinent to the teaching of music in all school settings, and it provides the structural knowledge and seminal questions that need to be addressed in making good choices about what and how to teach in music.
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Product details

  • Paperback | 184 pages
  • 241.3 x 312.4 x 10.9mm | 235.87g
  • Pearson
  • Upper Saddle River, NJ, United States
  • English
  • 0130489220
  • 9780130489227
  • 2,147,314

Back cover copy

An Orientation to Music Education: Structural Knowledge for Music Teaching focuses on the thoughtful consideration of strategies for successful teaching in both the required and elective music curricula. Practioners agree that teacher clarity and student understanding of the purpose of daily and longer-range instruction are critical in all settings and styles of teaching and learning. With this consensus, the importance of organizing teaching and learning so that they result in effective practice requires all teachers to think in terms of the several types of objectives, and the various strategies, that allow meaningful feedback to reach both individuals and classrooms of learners.

Teachers are the only individual who should make the final decisions on instructional priorities; to help the teacher do this effectively, the text provides a background of elements &, the reform movement that affect how teachers make these critical decisions. Practice in making these decisions is then provided throughout the text by engaging students in thinking and discussion activities of the possible goals and venues of instruction.

Written for both pre-service and in-service teachers, the text stresses the use of what is known from research and experience about successful music teaching including:

The musician's preparing to teach The twenty-first-century music program The reform movement and its controversies for teachers and students Reforms in teacher education Psychological and sociological issues in establishing priorities Tools for organizing instruction in diverse educational settings, including educational taxonomies ranging from Bloom to Marzano and Anderson, reflective of current learning theories Becoming and being a music teacher
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Table of contents

Introduction. 1. The Context for Music Education. Music and Music Education. 21st Century Music Education. The Musician Prepares to Teach. The Present. Music's Uniqueness. The Two-Path Program. Principles. Music and the Total School Program. American Society and Support for Schooling. Equity. Society/Culture. Funding and Curriculum. Leadership. Who Makes Decisions? Guidelines for Decisions. Partnerships. Curricular Issues. Forces that Bear Upon the Curriculum. The Marketplace and Democracy. Summary. References.2. The Educational Landscape. The Educational Ecosystem. The Educational Ecosystem at the Beginning of the 21st Century. Milieu. Reform. School Choice. School Governance and Management. Restructuring. Technology. Desegregation. Church/State. School Finance. Parents. Welfare Reform and Adult Education. Gender Issues. Sexual Harassment/Child Abuse. Subject Matter. Standards. Other Content Reform Efforts. Core Knowledge. Coalition of Essential Schools & Annenberg. Character Education. Assessment. Students. Enrollment. Immigration. Early Childhood Education. Special Education. Teachers. Teacher Preparation. Center for Educational Renewal. Holmes Partnership. Teacher Licensure. The Educational Ecosystem in Retrospect. Footnotes. References.3. The Significance and Process of Decision Making. Findings from the Field of Education. Psychological Foundations. Piaget. Vygotsky. Brown. Discovery Learning. Bereiter. Dweck. Gardner. Sociological Foundations. Other Objectives of the Music Teacher. Standards. Standards for Arts Education. Voluntary National Standards in Music. The Required Music Program and the Elective Music Program. The Core. Teaching for Understanding. Some Specific Objectives. The Status and History of Objectives in School Music. Philosophy. References.4. Organizing Instruction. Writing Objectives. Program Objectives. Instructional Objectives. Relationship with Assessment. Plans. Individual vs. Group Objectives. Group Objectives. Individual Objectives. Who Formulates Objectives? Top-Down Objectives. Bottom-Up Objectives. Curriculum Guidelines. Funded Curriculum Projects. The "Real" Curriculum. Methods Courses and Objectives. Individual Skill Objectives. Individual Skills. Taxonomies. Musical Skills. Skill Learning in General Music. Musical Memory. Skills and Scheduling Implications. Sequencing. Affective Objectives. Related Objectives. Process Objectives: Values, Decision Making, Performance, Problem Solving, Process Objectives. The Performance Process. Group Objectives. Group Cognitive Objectives. Group Affective Objectives. Other Objectives. References.5. On Becoming and Being a Music Teacher: An Open Letter. Looking in the Rearview Mirror. Looking Around You. Looking Ahead. Moving Along. Postscript. References.
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About Liz Wing

Dr. Liz Wing is Head of Music Education at the University of Cincinnati's College-Conservatory of Music and an international authority on curriculum and teacher education. Dr. Richard Colwell is professor emeritus at the University of Illinois and editor of research handbooks on music teaching and learning.
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