Based on topics that frame the debate about the future of professional music education, this book explores the issues that music teachers must confront in a rapidly shifting educational landscape. The book aims to challenge thought and change minds. It presents a star cast of internationally prominent thinkers in and beyond music education. These thinkers deliberately challenge many time-worn traditions in music education with regard to musicianship, culture and society, leadership, institutions, interdisciplinarity, research and theory, and curriculum. This is the first book to confront these issues in this way. This unique book has emerged from fifteen years of international dialog by The MayDay Group, an organization of more than 250 music educators from over 20 countries who meet yearly to confront issues in music teaching and learning.
The book includes an overview of several opportunities and course examples that would make music education more relevant and meaningful, especially for students that are not interested in our traditional performance offerings.
Popular music education-the dawning of a New Age. Popular Music, 11(2), 239–241. Cavicchi, D. (2009). My music, their music, and the irrelevance of music education. In Music education for changing times (pp. 97–107).
The book is essential and timely reading for university dance educators and their students, as well as other teachers, school administrators, physical educators and dance specialists in grades K-12, dance studio owners and instructors, ...
This is a deliberately provocative book crossing many disciplinary boundaries and locating music and art education within a context of contemporary social and political problems in a time of growing disruption and authoritarianism.
This book is a collection of leading international authors in the field of music education taking the concept of 'craft' as a starting point to deconstruct and reconstruct their understanding of the practices and theories of music education ...
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.
Subsequently, new music ensembles (which included improvisation with graphic scores) and world music ensem— bles were ... a grant from the Elementary and Secondary Education Act Title III, which was the innovations component of ESEA; ...
In T. Regelski & J. T. Gates (eds.), Music education for changing times (pp. 187–197). New York: Springer. Regelski, T. (2009). Curriculum reform: Reclaiming “music” as social praxis. Action, Criticism, and Theory for Music Education, ...
“Grounding Music Education in Changing Times.” In Music Education for Changing Times, edited by Thomas Regelski and J. Terry Gates, xix–xxx. Dordrecht and Heidelberg: Springer, 2009. Print. Reimer, Bennett. “General Music for the Black ...
“Dis- orientations of desire: music education queer.” In Music Education for Changing Times, edited by Thomas Regelski and J. T. Gates. New York: Springer. Habermas, Jürgen. 1975. Legitimation Crisis. Boston: Beacon Press.