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Creating music cultures in the schools : a perspective from community music therapy /
This book focuses on the powerful influence music programs can have on well-being and connectedness in schools. It is written specifically for music specialists working in school communities, including music therapists, classroom music teachers, instrumental teachers and generalist teachers. In the...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Dallas, TX :
Barcelona Publishers,
2014.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Rickson, Daphne. | |
| 245 | 1 | 0 | |a Creating music cultures in the schools : |b a perspective from community music therapy / |c Daphne Rickson and Katrina Skewes McFerran. |
| 260 | |a Dallas, TX : |b Barcelona Publishers, |c 2014. | ||
| 300 | |a 1 online resource (162 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Cover Image; Title Page; Copyright & Permissions; Acknowledgments; About the Authors; Table of Contents; Introduction; Chapter 1: Philosophies and Values; Outlining a Vision; Underpinning Assumptions; Toward Collaboration; Chapter 2: The Bigger Picture Surrounding Musicking in Schools; Marking Out the International Context; Considering Relevant Theories of Learning; Considering Relevant Developments in Music Therapy Theory; Understanding the Context of Contemporary Schools; The Distribution of Power in Schools; Empowerment; Music in Schools; Health, Equity, and Empowerment Through Musicking. | |
| 505 | 8 | |a Chapter 3: Building Flourishing Music Cultures in SchoolsPrinciples of Musical Engagement; A Model of Action and Reflection; Conclusion; Introduction to the Vignettes; Chapter 4: Embedding Music into a Mainstream School to Promote Connectedness: A Principal's Perspective; Getting a Feel for the System; Implementing Potential Programs; Establishing Music in the School Community; Chapter 5: Including Diverse Learners in a Major Music Event in the Community to Promote Inclusion: A Teacher's Perspective; Getting a Feel for the System; Experimenting With What We Can Do; Implementing the Program. | |
| 505 | 8 | |a Considering SustainabilityChapter 6: Contributing to Community-Building Activities in an All-Girls Private Secondary School: A Music Teacher's Perspective; Getting a Feel for the System; Providing Examples and Experimenting With What We Can Do; Implementing Potential Programs; Establishing Music for Well-Being in the School Community; Considering Sustainability; Chapter 7: Working with the Barriers for an Individual Child: A Teacher's Aide's Perspective; Getting a Feel for the System; Providing Examples of What We Can Do; Implementing Potential Programs. | |
| 505 | 8 | |a Establishing Music in the School CommunityConsidering Sustainability; Chapter 8: Incorporating Well-Being into Music Lessons: An Instrumental Teacher's Perspective; Getting a Feel for the System; Working with Mark: Experimenting with What We Can Do; Working with Tan Chuan: Experimenting with What We Can Do; Working with Hamzah: Experimenting with What We Can Do; Establishing Music in the School Community; Considering Sustainability; Chapter 9: Building on Musical Foundations to Foster Social Development: A Teacher's Perspective; Getting a Feel for the System. | |
| 505 | 8 | |a Providing Examples and Experimenting With What We Can DoImplementing Potential Programs; Establishing Music in the School Community; Considering Sustainability; Chapter 10: Consultation with a Bilingual School in Thailand: An Administrator's Perspective; Getting a Feel for the System; Providing Examples and Experimenting With What We Can Do; Implementing Potential Programs; Considering Sustainability; Chapter 11: Evaluating Musical Engagement; Critical Decisions; Evaluation Tool; Evaluation Examples; Conclusion; Chapter 12: Conclusion; Appendix 1: Example of Final Report. | |
| 500 | |a Appendix 2: Musical Engagement Tool (What did people say and do?). | ||
| 520 | |a This book focuses on the powerful influence music programs can have on well-being and connectedness in schools. It is written specifically for music specialists working in school communities, including music therapists, classroom music teachers, instrumental teachers and generalist teachers. In the first three chapters, Rickson and McFerran outline relevant philosophies, policies and practices to provide a rationale for why an expanded view of music is needed in contemporary schools. Drawing on theories and practices from community music therapy they then demonstrate how music cultures can be. | ||
| 504 | |a Includes bibliographical references (pages 174-184) and indexes. | ||
| 520 | |a "This book focuses on the powerful influence music programs can have on well-being and connectedness in schools. It is written specifically for music specialists working in school communities, including music therapists, classroom music teachers, instrumental teachers and generalist teachers. In the first three chapters, Rickson and McFerran outline relevant philosophies, policies and practices to provide a rationale for why an expanded view of music is needed in contemporary schools. Drawing on theories and practices from community music therapy they then demonstrate how music cultures can be developed and nurtured when the values of mutuality, respect, empowerment and commitment are applied through a collaborative model of action and reflection. Seven chapters provide different examples of how this might look, with each written from the perspective of either the school principal, classroom teacher, instrumental teacher, music coordinator, service manager, assistant teacher and of course, the music therapist. These examples convey the authors' experiences of building strong music cultures in schools, in collaboration with colleagues. The book concludes with a discussion of evaluation that is grounded in the values that drive collaborative programs, and an evaluation tool is provided with two examples of how it should be applied. McFerran and Rickson's stories and theories clearly draw on their decades of experience as registered music therapists, music therapy teachers and researchers working in special schools, special education units, and regular mainstream schools with staff and learners who have an array of cultural knowledge, skills, and abilities. This book offers a much-needed expansion of traditional ways of using music in schools and will inspire the reader to explore new ways of fostering growth in their own school community."--Publisher's website | ||
| 505 | 0 | |a Philosophies and values. Outlining the vision ; Underpinning assumptions ; Toward collaboration -- The bigger picture surrounding musicking in schools. Marking out the international context ; Considering relevant theories of learning ; Considering relevant developments in music therapy theory ; Understanding the context of contemporary schools ; The distribution of power in schools ; Empowerment ; Music in schools ; Health, equity, and empowerment through musicking -- Building flourishing music cultures in schools. Principles of musical engagement ; A model of action and reflection ; Conclusion ; Introduction to vignettes -- Embedding music into a mainstream school to promote connectedness : a Principal's perspective. Getting a feel for the system ; Implementing potential programs ; Establishing music in the school community -- Including diverse learners in a major music event in the community to promote inclusion : a teacher's perspective. Getting a feel for the system ; Experimenting with what we can do ; Implementing the program ; Considering sustainability -- Contributing to community-building activities in an all-girls private secondary school : a music teacher's perspective. Getting a feel for the system ; Providing examples and experimenting with what we can do ; Implementing potential programs ; Establishing music for well-being in the school community ; Considering sustainability -- Working with the barriers for an individual child : a teacher's aide's perspective. Getting a feel for the system ; Providing examples of what we can do ; Implementing potential programs ; Establishing music in the school community ; Considering sustainability -- Incorporating well-being into music lessons : an instrumental teacher's perspective. Getting a feel for the system ; Working with Mark. Experimenting with what we can do; Implementing a program ; Working with Tan Chuan. Experimenting with what we can do ; Working with Hamzah. Experimenting with what we can do; Implementing a program ; Establishing music in the school community ; Considering sustainability -- Building on musical foundations to foster social development : a teacher's perspective. Getting a feel for the system ; Providing examples and experimenting with what we can do ; Implementing potential programs ; Establishing music in the school community ; Considering sustainability -- Consultation with a bilingual school in Thailand : an administrator's perspective. Getting a feel for the system ; Providing examples and experimenting with what we can do ; Implementing potential programs ; Considering sustainability -- Evaluating musical engagement. Critical decisions. Targeting structures, not individuals; Using reflection rather than measurement ; Evaluation tool ; Evaluation examples ; Conclusion -- Conclusion -- Appendix 1: Example of a final report -- Appendix 2: Musical engagement tool (What did people say and do?). | |
| 546 | |a English. | ||
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
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| 650 | 0 | |a Music therapy. | |
| 650 | 0 | |a School music |x Instruction and study. | |
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| 650 | 6 | |a Musique en éducation. | |
| 650 | 6 | |a Musicothérapie. | |
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| 700 | 1 | |a McFerran, Katrina, |d 1972- | |
| 776 | 0 | 8 | |i Print version: |a Rickson, Daphne. |t Creating Music Cultures in the School: |d Dallas, TX : Barcelona Publishers, ©2014 |z 9781937440619 |
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