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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 · Understanding music and musical meaning is a central question in various domains such as philosophy, anthropology, social sciences, semiotics and music education. Discover the world's...
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’.
- Graham Welch
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.
This chapter seeks to untangle the concept of general music education and to describe its functions, aims, and applications over the last hundred years, in varied cultural contexts.
Designed for music teachers, students, and scholars of music education, as well as educational administrators and policy makers, this first book in the set provides a framework for...
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Apr 5, 2016 · This keynote paper from RIME 2015 draws on diverse empirical studies with infant schools, chamber music audiences and lapsed amateur musicians, using this evidence to reflect on how music educators could be more aware – and make others more aware – of their contribution to lifelong musical engagement, and of the risks, challenges and ...
