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摘要
摘要
What's So Important About Music Education? presents a new philosophy of music education for the United States, rooted in history and current perspectives from ethnomusicology. J. Scott Goble explores the societal effects of the nation's foundations in democracy and capitalism, the constitutional separation of church and state, and the rise of recording, broadcast, and computer technologies. He shows how these and other factors have brought about changes in the ways music teachers and concerned others have conceptualized music and its importance in education. In demonstrating how many of the personal and societal benefits of musical engagement have come to be obscured in the nation's increasingly diverse public forum, Goble argues for the importance of musical engagement in human life and for the importance of music in education. An ideal text for courses in music education foundations, the book concludes with recommendations for teaching the musical practices of the nation's cultural communities in schools in terms of their respective cultural meanings.
摘要
Este volumen recoge las intervenciones presentadas en el encuentro científico, celebrado en Gandia el año 2006, organizado por el Departamento de Historia Contemporánea de la Universitat de València con el apoyo de la Cátedra Alfons Cucó de Reflexión Política Europea. Pretendían reunir los historiadores valencianos que habían hecho búsqueda sobre la Guerra Civil para bastir un estado de la cuestión, evaluar aquello conseguido, reflexionar sobre documentación y nuevos itinerarios de búsqueda o debatir sobre como encarar los estudios locales. El resultado es el libro que ahora se publica, dónde la contienda bélica en el País Valenciano se aborda atendiendo los procesos revolucionarios de la retaguardia y el impacto en la cultura y la sociedad, tanto des de una perspectiva general como desde los ámbitos locales. Finalmente, la obra se cierra con las reflexiones sobre la relación entre la memoria y la Guerra Civil.
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Presently co-chair of the International Society for Music Education Commission on Policy: Culture, Education, and Media, Goble (Univ. of British Columbia, Canada) provides a philosophical, historical, pragmatic study of the public school music curriculum as it relates to the new diverse student population. In response to educators in communities with more cultural diversity and inconsistent support for a global music curriculum, Goble encourages curricular goals that emphasize "culturally inclusive" music and discusses "intracultural effects" of music making. The author includes in his discussion of culture and curriculum the need for a practical worldview of musical practices and how that worldview relates to psychology, physiology, and sociology. He encourages individual music educators to find a "musical practice of their own." This resource gives readers a perspective on the development of past curricula and provides them with guidance going forward. Summing Up: Recommended. Graduate students, researchers, and professionals. V. S. Xenakis State University of New York College at Cortland
目录
| List of Figures | p. xi |
| Acknowledgments | p. xiii |
| 1 Music as an Academic Subject in the Public Schools of the United States: An Inherent Cultural Tension | p. 1 |
| 2 "Culture," "Worldview," and Pragmatism: The Philosophy and Semiotic of Charles Sanders Peirce | p. 14 |
| 3 A Pragmatic Conception of Musical Practices: "Music" as a Sign of Worldview | p. 45 |
| 4 Conceptions of Music in the United States | p. 111 |
| 5 A Brief Historical Survey of Concepts of Music in Music Education in the United States | p. 158 |
| 6 Community, Autonomy, and Music Education in the Postmodern United States: Summary and Recommendations | p. 248 |
| Notes | p. 281 |
| References | p. 315 |
| Index | p. 329 |