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1 |
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|a Swanwick, Keith.
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| 245 |
1 |
0 |
|a Music, mind, and education /
|c Keith Swanwick.
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| 260 |
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|a London ;
|a New York :
|b Routledge,
|c 1988.
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| 300 |
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|a 1 online resource (ix, 169 pages) :
|b illustrations
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| 336 |
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|a text
|b txt
|2 rdacontent
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|a computer
|b c
|2 rdamedia
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| 338 |
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|a online resource
|b cr
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| 347 |
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|a data file
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|a Includes bibliographical references (pages 156-160) and index.
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0 |
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|a Print version record.
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0 |
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|a 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
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| 505 |
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|a 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
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| 505 |
8 |
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|a 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
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| 505 |
8 |
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|a 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
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| 505 |
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|a 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
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|a English.
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|a eBooks on EBSCOhost
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| 650 |
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|a Music
|x Instruction and study.
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| 650 |
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|a Music
|x Psychological aspects.
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| 650 |
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0 |
|a Music
|x Social aspects.
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| 650 |
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|a Musique
|x Étude et enseignement.
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| 650 |
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6 |
|a Musique
|x Aspect social.
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| 650 |
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|a Musique
|x Aspect psychologique.
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| 650 |
|
7 |
|a MUSIC
|x Instruction & Study
|x General.
|2 bisacsh
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| 650 |
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|a Music
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| 650 |
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7 |
|a Music
|x Psychological aspects
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| 650 |
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|a Music
|x Social aspects
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| 653 |
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|a Schools
|a Curriculum subjects: Music
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| 776 |
0 |
8 |
|i Print version:
|a Swanwick, Keith.
|t Music, mind, and education.
|d London ; New York : Routledge, 1988
|z 0415014794
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