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This section considers the key curriculum frameworks that music should be taught through. As we have seen, these include Key Concepts and Key Processes (the focus of Chapter 2). Chapter 3 explores the ways in which a cross-curricular approach to teaching and learning in music can be beneficial.
Jan 27, 2022 · Abstract. Understanding music and musical meaning is a central question in various domains such as philosophy, anthropology, social sciences, semiotics and music education. Discover the...
Sep 13, 2012 · In this first volume, articles discuss a range of key issues and concepts associated with music learning and teaching. The volume then focuses on these processes as they take place during childhood, from infancy through adolescence and primarily in the school-age years.
This ‘artisan’ approach to music education, in which students are required to develop advanced technical skills, underplays the importance of creative thinking and creative expression, and contributes towards the ‘fundamental mastery misconception’.
The place of the formal and informal in music education is of international importance, and here the authors ask us to consider difficult questions, not only of what should be taught and learned, but also the styles, types and genres which are appropriate for this.
- Martin Fautley, Regina Murphy
- 2016
Apr 5, 2016 · Music education has a long history of defending its place in the school curriculum, with practitioners and researchers alike arguing for the creative, social and cognitive benefits of music in young people's lives.
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When asking pre-service teacher education students to integrate arts (dance, drama, music, visual art) into their lesson planning, the outcome is often the addition of a random song or asking learners to draw what they have focused on during the lesson.
