Difference and Division in Music Education enriches existing diversity and social justice discourses by considering the responsibility of music education to respond to rising social discord and tensions. Although ‘hate’ is by no means a new concern for policymakers, educators, or musicians, the climate of fast communications, divisive politics, and intensified encounters with ‘difference’ has framed expressions of hate as a rising social problem to which we cannot afford complacency. This edited volume of ten contributed essays approaches ‘hate’ not as a monstrous aberration, but as a product of late modernity entangled within the complex power-relations that frame both governance and agency at the policy, institutional, and interpersonal levels. Schools, universities, and community organisations have been positioned on the front lines of addressing ‘hate’ and cultivating a healthy society. In recognising that music education is always both inclusive and exclusive, this volume interrogates the social norms and values that comprise the ‘common good’ and simultaneously cast certain musics, expressions, individuals, or social groups as different, divisive, hateful, or hated. Difference and Division in Music Education highlights the ethical and political dimensions of teaching and learning music across a number of geographical, cultural, and educational contexts and through a rich variety of perspectives.

Winding it Back: Teaching to Individual Differences in Music Classroom and Ensemble Settings is a collaborative effort written by practicing music educators, teacher educators, pedagogy experts, researchers, and inclusion enthusiasts with a combined one hundred plus years in the field of music education. The framework of this text is centered on three core principles: Honoring the individual learning needs of all students; providing multiple access points and learning levels; and providing adequate learning conditions for all students within the music classroom. Topics include early childhood music, creative movement, older beginners, rhythm, and tonal development as well as secondary choral and instrumental music. All chapters focus on meeting the needs of all students and all learning levels within the music classroom. This book is ideal for practicing music educators, teacher educators, and arts integration specialists and enthusiasts alike. It provides specific musical examples both within the text and on the extended companion website including musical examples, lesson ideas, videos, assessment tools and sequencing ideas that work. The aim of this book is to provide one resource that can be used by music educators for all students in the music classroom both for classroom music education and music teacher preparation. Visit the companion website at www.oup.com/us/windingitback

This open access book examines the political structures and processes that frame and produce understandings of diversity in and through music education. Recent surges in nationalist, fundamentalist, protectionist and separatist tendencies highlight the imperative for music education to extend beyond nominal policy agendas or wholly celebratory diversity discourses. Bringing together high-level theorisation of the ways in which music education upholds or unsettles understandings of society and empirical analyses of the complex situations that arise when negotiating diversity in practice, the chapters in this volume explore the politics of inquiry in research; examine music teachers’ navigations of the shifting political landscapes of society and state; extend conceptualisations of diversity in music education beyond familiar boundaries; and critically consider the implications of diversity for music education leadership. Diversity is thus not approached as a label applied to certain individuals or musical repertoires, but as socially organized difference, produced and manifest in various ways as part of everyday relations and interactions. This compelling collection serves as an invitation to ongoing reflexive inquiry; to deliberate the politics of diversity in a fast-changing and pluralist world; and together work towards more informed and ethically sound understandings of how diversity in music education policy, practice, and research is framed and conditioned both locally and globally.

Provides information and guidelines for music educators so that they can be better prepared to structure classroom environments that truly engage students in thinking musically. Emphasizes research-based techniques for instructing young people.

With Multicultural Perspectives in Music Education, you can explore musics from around the world with your students in a meaningful way. Broadly based and practically oriented, the book will help you develop curriculum for an increasingly multicultural society. Ready-to-use lesson plans make it easy to bring many different but equally logical musical systems into your classroom. The authors_a variety of music educators and ethnomusicologists_provide plans and resources to broaden your students' perspectives on music as an important aspect of culture both within the United States and globally.

School music education in Australia was described as being in crisis in the 2005 Federal Government Report. Many children have little or no access to quality music teaching. A few, mostly private, schools are centres of musical excellence, but the majority offer little but popular music. Meanwhile, children are 'educating' themselves through their iPod, internet, and mobile phone. Few are learning to play an instrument or to sing properly. Instead the majority are merely passive consumers who, when they mature and leave behind the teenage hyperbole surrounding pop music, will have no conception of music as a profound art.

The intent of this book is to give a systematic treatment to the total music education program. In addition to examining the historical, philosophical, and psychological foundations of music education, the book develops principles for all aspects of the operation of the music education program including program development, methods of teaching, administration, supervision, and evaluation.--Provided by authors in preface.