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Music, mind, and education /
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
London ; New York :
Routledge,
1988.
|
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Book Cover
- Title
- Copyright
- Dedication
- Contents
- Figures
- Acknowledgements
- Introduction
- The thesis
- 1 In praise of theory�does it matter what we think?
- Theories of music education
- Traditional values
- Focus on children
- Respecting alternative traditions
- It does matter what we think
- 2 What makes music musical?
- Sound and music
- Responding to expression
- Musical structure
- 3 The arts, mind, and education
- The value of the arts
- The arts as �different�
- The arts as dreaming
- The arts as playMastery, imitation and imaginative play
- Mastery
- Imitation
- Imaginative play
- The arts and the intellect
- The ultimate value of the arts
- 4 Musical development: the early years
- The concept of development
- The theoretical basis
- Children�s compositions
- A first analysis
- Towards a model of musical development
- Mastery: sensory response and manipulation
- Imitation: personal expression and the vernacular
- 5 Musical development beyond infancy
- Imaginative play: speculation and the idiomatic
- Meta-cognition: symbolic valuing and systematic engagementEight developmental modes
- Sensory
- Manipulative
- Personal expressiveness
- The vernacular
- The speculative
- The idiomatic
- The symbolic
- The systematic
- Musical development and musical encounter
- The evolving theory
- Musical development and music education
- Interlude: from theory to practice
- 6 The cultural exclusiveness of music
- Valuing and labelling
- Prejudice and valuing
- Musical boundaries
- The impediment of new sounds
- The impediment of alien expressive characterThe impediment of difficult structure
- Removing the labels
- 7 Music education in a pluralist society
- Transcending cultures
- Transformation and reinterpretation
- An inter-cultural attitude
- The aim of inter-cultural music education
- Beyond the classroom
- 8 Instruction and encounter
- Classification and framing
- Musical instruction
- Musical encounters
- Encounter and the curriculum
- Tacit knowing
- Two examples from music education
- Two descriptions of encounter
- 9 Generating a curriculum and assessing studentsIn summary
- Pupils evaluate the music curriculum
- The problem of progression
- Concepts or features?
- Assessment in the arts
- Developing musical criteria
- Outside of the timetable
- References
- Index