Toward a global community: the International Society for Music Education 1953-2003.

This open access book highlights the importance of visions of alternative futures in music teacher education in a time of increasing societal complexity due to increased diversity. There are policies at every level to counter prejudice, increase opportunities, reduce inequalities, stimulate change in educational systems, and prevent and counter polarization. Foregrounding the intimate connections between music, society and education, this book suggests ways that music teacher education might be an arena for the reflexive contestation of traditions, hierarchies, practices and structures. The visions for intercultural music teacher education offered in this book arise from a variety of practical projects, intercultural collaborations, and cross-national work conducted in music teacher education. The chapters open up new horizons for understanding the tension-fields and possible discomfort that music teacher educators face when becoming change agents. They highlight the importance of collaborations, resilience and perseverance when enacting visions on the program level of higher education institutions, and the need for change in re-imagining music teacher education programs.

Compassionate Music Teaching provides a framework for music teaching in the 21st century by outlining qualities, skills, and approaches to meet the needs of a unique and increasingly diverse generation of students. The text focuses on how six qualities of compassion (trust, empathy, patience, inclusion, community, and authentic connection) have made an impact in human lives, and how these qualities might relate to the practices of caring and committed music teachers. This book bridges the worlds of research and practice, discussing cutting-edge topics while also offering practical strategies that can be used immediately in music studios and classrooms. Each chapter is addressed from multiple perspectives, including: research in music, education, psychology, sociology, and related fields; insights from various students and teachers across the United States; and an in-depth study of five music teachers who represent a broad range of genres, student ages, and pedagogical approaches. The book is dedicated to exploring those conditions that help students not only to learn, but also to grow, thrive, and freely express—and become compassionate musicians, teachers, performers, and people as well.

Sociological Thinking in Music Education presents new ideas about music teaching and learning as important social, political, economic, ecological, and cultural ways of being. At the book's heart is the intersection between theory and practice where readers gain glimpses of intriguing social phenomena as lived through music learning and teaching. The vital roles played by music and music education in various societies around the world are illustrated through pivotal intersections between music education and sociology: community, schooling, and issues of decolonization. In this book, emerging as well as established scholars mobilize the links between applied sociology, music, education, and music education in ways that intersect the scholarly and the personal. These interdisciplinary vantage points fulfil the book's overarching aim to move beyond mere descriptions of what is, by analyzing how social inequalities and inequities, conflict and control, and power can be understood in and through music teaching and learning at both individual and collective levels. The result is not only encountering new ideas regarding the social construction of music education practices in specific places, but also seeing and hearing familiar ones in fresh ways. Digital assets enable readers to meet the authors and the points of their inquiry via various audiovisual media, including videos, a documentary music film, and multi-lingual video précis for each chapter in English as well as in each author's language of origin.

This landmark collection explores the origins and foundations of music education in Europe, The Americas, Africa and Asia-Pacific, and the Middle East, and considers the inclusion of music as part of the compulsory school curriculum in the context of the historical, social and political landscape. Within each chapter, the contributors explore the following key areas: - the aims, objectives and content of the music curriculum - teaching methods - the provision and training of teachers of music - the experiences of pupils This fully revised second edition includes new chapters on Brazil, Israel, Kosovo, Lithuania, and Turkey, along with questions to encourage reflection and discussion. A concluding chapter has been added to encourage readers to consider the evolution of music education globally. The Foreword for this new edition has been written by Sheila Woodward, President of the International Society for Music Education. Contributors have been carefully selected to represent countries that have incorporated music into compulsory schooling for a variety of reasons resulting in a diverse collection which will guide future actions and policy.

A concept-driven and assessment -focused approach to Music teaching and learning. - Approaches each chapter with statements of inquiry framed by key and related concepts, set in a global context. - Supports every aspect of assessment using tasks designed by an experienced MYP educator. - Differentiates and extends learning with research projects and interdisciplinary opportunities. - Applies global contexts in meaningful ways to offer an MYP Music programme with an internationally-minded perspective. Also available Student eTextbook 9781510475533 Whiteboard eTextbook 9781510475540 Teacher's Pack 9781510478145