Music Education in the United States: Contemporary Issues
University of Alabama Press, 1988
Cloth: 978-0-8173-0369-3 | Paper: 978-0-8173-5172-4
Library of Congress Classification MT3.U5M76 1988
Dewey Decimal Classification 780.72973
Cloth: 978-0-8173-0369-3 | Paper: 978-0-8173-5172-4
Library of Congress Classification MT3.U5M76 1988
Dewey Decimal Classification 780.72973
ABOUT THIS BOOK | AUTHOR BIOGRAPHY | REVIEWS | TOC
ABOUT THIS BOOK
Reflects the current issues in music education and the ongoing attempt to overcome obstacles to excellence in teaching music
This solid collection of essays, written by outstanding American music educators, reflects the current issues in music education and the ongoing attempt to overcome obstacles to excellence in teaching music. It stands as the most important and far-ranging professional overview of the discipline since the publication of the landmark Basic Concepts in Music Education in 1958, and early reviews indicate that it will generate both critical discussion and acclaim.
Several themes recur:(1) that music and, therefore, music education exist in a variety of social and cultural contexts, even when examined in controlled situations; (2) that music teaching has not yet freed itself from its traditional over-reliance on technical training, in spite of attention to aesthetic education; and (3) that there is a remarkable undercurrent of agreement among this diverse group of authors concerning the profession’s basic obligation to expand and refine the musical sensitivity of all age group of Americans. This book reflects some advanced thinking about these themes, which establishes new foundations for next generation theorizing and research.
This solid collection of essays, written by outstanding American music educators, reflects the current issues in music education and the ongoing attempt to overcome obstacles to excellence in teaching music. It stands as the most important and far-ranging professional overview of the discipline since the publication of the landmark Basic Concepts in Music Education in 1958, and early reviews indicate that it will generate both critical discussion and acclaim.
Several themes recur:(1) that music and, therefore, music education exist in a variety of social and cultural contexts, even when examined in controlled situations; (2) that music teaching has not yet freed itself from its traditional over-reliance on technical training, in spite of attention to aesthetic education; and (3) that there is a remarkable undercurrent of agreement among this diverse group of authors concerning the profession’s basic obligation to expand and refine the musical sensitivity of all age group of Americans. This book reflects some advanced thinking about these themes, which establishes new foundations for next generation theorizing and research.
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