1 edition of Learning, teaching, and musical identity found in the catalog.
Learning, teaching, and musical identity
Includes bibliographical references and index.
|Statement||edited by Lucy Green|
|Series||Counterpoints. Music and education, Counterpoints (Bloomington, Ind.)|
|LC Classifications||MT1 .L52 2011|
|The Physical Object|
|Pagination||vi, 319 p. ;|
|Number of Pages||319|
|ISBN 10||0253356032, 0253222931|
|ISBN 10||9780253356031, 9780253222930|
|LC Control Number||2010033182|
Lucy Green (born ) is an Emerita Professor of Music Education at the UCL Institute of Education, UK. She had a key role in bringing the informal learning practices of popular and other vernacular musicians to the attention of music-educators, thus transforming classroom practice. Celebrate cultural and physical differences with these preschool books about diversity! Your young children will enjoy listening to the delightful stories, and the messages they send will serve as a springboard for meaningful discussion. Read on for a .
In doing so, the book advances current discourse on the politics of musical representation in university education as well as on ethnomusicology learning and teaching, and proposes a model for ethnomusicology pedagogy that promotes in students a globally, contemporary and democratically informed sense of all by: 8. A few weeks ago I wrote about a senior workshop I gave about Identity. I wanted to get a group of college-going seniors to think about who they are as urban youth, and how it will affect the way they interact with others on a college campus. The lesson was a .
Pedagogy, study of teaching methods, including the aims of education and the ways in which such goals may be achieved. The field relies heavily on educational psychology, which encompasses scientific theories of learning, and to some extent on the philosophy of education, which considers the aims and value of education from a philosophical perspective. For many children today, stress blocks learning avenues. We can relieve much of that stress through daily listening and singing experiences, moving to music, and exploring instrument sounds. We can help create that safe feeling of being a caring "classroom family" through the songs and singing games we lead. Help children develop a "music bank.
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Musical identity raises complex, multifarious, and fascinating questions. Discussions in this new study consider how individuals construct their musical identities in relation to their experiences of formal and informal music teaching and learning.
Each chapter Learning a different case study situated in a specific national or local socio-musical context, spanning 20 regions across the. Musical identity raises complex, multifarious, and fascinating questions.
Discussions in this new study consider how individuals construct their musical identities in relation to their experiences of formal and informal music teaching and learning. Musical identity raises complex, multifarious, and fascinating questions.
Discussions in this new study consider how individuals construct their musical identities in relation to their experiences of formal and informal music teaching and by: Buy Learning, Teaching, and Musical Identity: Voices Across Cultures (Counterpoints: Music and Education) by Green, Lucy, Green, Lucy (ISBN: ) from Amazon's Book Store.
Everyday low prices and free delivery on eligible orders.5/5(1). Music is a tremendously powerful channel through which people develop their personal and social identities.
Music is used to communicate emotions, thoughts, political statements, social relationships, and physical expressions.
But, just as language can mediate the construction and negotiation of developing identities, so music can also be a means of teaching through. Learning, teaching and musical identity: Voices from across cultures, Lucy Learning (Ed.), The Child as Musician, 2nd edition, Gary McPherson (Ed.) and.
* Learning, Teaching, and Musical Identity: Voices Across Cultures, edited by Lucy Green. Indiana University Press, ; pp., [ILLUSTRATION OMITTED] Entered as one portion of the series "Counterpoints in Music and Education," this is a collection of essays by music education research specialists.
I have been thinking quite a bit lately about the deep connection between learning and identify formation, and the implications for the work that I do every day. These ruminations were begun when I read Herminia Ibarra's book, Working Identity.
At its core, the book provides an unconventional view of the process of career transition. The musical learning style, also known as the aural (auditory-musical-rhythmic), is one of eight types of intelligence defined in Howard Gardner's theory of Multiple Intelligences.
Musical learning style refers to a person's ability to understand and process sound, rhythm, patterns in sound, relationships between sounds, and ability to process Author: Ann Logsdon. Musical identities are central to the formation of identity in emerging adulthood. We examined how standard psychological approaches to identity apply to musical identities, and how individual differences in personality and music preferences are involved.
Results from a large-scale study of undergraduates from two university campuses revealed that: (1) preferences for different. The Musical Experience discusses how music teachers can most effectively rely on means of musical communication to lead students toward the development and refinement of musical skills, understandings, and expression in educational settings.
This book serves to expand upon the dimensions of musical experience and provides, from the forefront of Format: Paperback. Dimensions of Musical Learning and Teaching: A Different Kind of Classroom [Boardman, Eunice] on *FREE* shipping on qualifying offers.
Dimensions of Musical Learning and Teaching: A Different Kind of ClassroomReviews: 2. Music Learning and Teaching in Infancy, Childhood, and Adolescence An Oxford Handbook of Music Education, Volume 2 Edited by Gary McPherson and Graham Welch Oxford Handbooks. Explores the diversity and richness of children's early musical engagement as a.
In book: Music Learning and Teaching in Culturally and Socially Diverse Contexts, pp The relationship between music, culture, and. Learning, teaching and musical identity: Author: Georgina Barton.
Learning and Teaching of the College of Education and Human Development at The University of Texas at San Antonio, San Antonio, Texas.
Matthew Reese Candis is a teacher in the Henry County Public Schools, McDonough, Georgia, with a Ph.D. Cultural Identity and Size: KB. Identity, Teaching, and Learning • 13 race is not an accepted anthropological or biological concept, it is a very powerful cultural and political concept throughout the world.
Music is a powerful anchor that moors learning in memory. These eight steps are summarized from An introduction to The Music Revolution, by Dr. Jeannette Vos, co-author of the world's biggest-selling book inThe Learning Revolution.
Some great tools to use for teaching these kinds of students involve hands-on learning, acting out, and role playing. Musical; These students tend to have a sensitivity to rhythm and sound.
They often study better with music playing in the background. Tools to reach these kinds of learners involve musical instruments, music, and songs. This book documents the remarkable expansion and growth in the study of musical identities since the publication of our book Musical identities.
We identify three main features of current psychological approaches to musical identities, which concern their definition, development, and the identification of individual differences, as well as four main real-life contexts in which musical.
Debates in Music Teaching encourages student and practising teachers to engage with contemporary issues and developments in music education. It aims to introduce a critical approach to the central concepts and practices that have influenced major interventions and initiatives in music teaching, and supports the development of new ways of looking at ideas.
Music, Education, and Religion: Intersections and Entanglements explores the critical role that religion can play in formal and informal music education. As in broader educational studies, research in music education has tended to sidestep the religious dimensions of teaching and learning, often reflecting common assumptions of secularity in contemporary schooling in .A growing body of research suggests that music education enhances literacy skills that facilitate all other learning.
Christopher Venesile, assistant professor of choral music education and jazz educator at Kent State University, has spent the last 30.
Learning, teaching and musical identity: Voices across cultures. Bloomington and Indianapolis: Indiana University Press.
Bloomington and Author: Georgina Barton.