This book examines the inter-relationship between music learning and teaching, and culture and society: a relationship that is crucial to comprehend in today’s classrooms. The author presents case studies from diverse music learning and teaching contexts – including South India and Australia and online learning environments – to compare the modes of transmission teachers use to share their music knowledge and skills. It is imperative to understand the ways in which culture and society can in fact influence music teachers’ beliefs and experiences: and in understanding, there is potential to improve intercultural approaches to music education more generally. In increasingly diverse schools, the author highlights the need for culturally appropriate approaches to music planning, assessment and curricula. Thus, music teachers and learners will be able to understand the diversity of music education, and be encouraged to embrace a variety of methods and approaches in their own teaching. Thisinspiring book will be of interest and value to all those involved in teaching and learning music in various contexts.
Tabla de materias
PART I. Framing the concepts.- Chapter 1. The importance of exploring how culture and society impact on music learning and teaching.- Chapter 2. The relationship between music, culture and society: Meaning in music.- Chapter 3. Music learning and teaching in culturally and socially diverse contexts: Exploring modes of transmission and acquisition.- Chapter 4. Diverse learning and teaching contexts: What methods and modes look like in context.- PART II. Applying the concepts to contexts.- Chapter 5. The music learning and teaching contexts.- Chapter 6. The teachers’ own music learning experiences and personal beliefs.- Chapter 7. The teaching methods and modes of communication.- Chapter 8. Socio-cultural influences on music learning and teaching.- PART III. Implications and ways forward for music education.- Chapter 9. Socio-culturally diverse music learning and teaching: Implications and ways forward for classroom practice.
Sobre el autor
Georgina Barton is Associate Professor in the School of Teacher Education and Early Childhood at the University of Southern Queensland, Australia. She taught in schools for over 20 years and has extensive experience teaching the arts in schools and universities. Her research focuses on the arts and literacy, and she has published widely on these topics.
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