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The Routledge Companion to Teaching Music Composition in Schools: International Perspectives: Routledge Music Companions

Editat de Kirsty Devaney, Martin Fautley, Joana Grow, Annette Ziegenmeyer
en Limba Engleză Hardback – 18 aug 2023
The Routledge Companion to Teaching Music Composition in Schools: International Perspectives offers a comprehensive overview of teaching composing from a wide range of countries around the world. Addressing the current state of composition pedagogy from primary to secondary school levels and beyond, the volume explores issues, including different curricular and extracurricular settings, cultural aspects of composing, aesthetics, musical creativity, the role of technology, and assessment.
With contributors from over 30 countries, this volume encompasses theoretical, historical, empirical, and practical approaches and enables comparisons across different countries and regions. Chapters by experienced educators, composers, and researchers describe in depth the practices taking place in different international locations. Interspersed with these chapters, interludes by the volume editors contextualize and problematize the teaching and learning of composing music. The volume covers a range of contexts, including formal and informal, those where a national curriculum is mandated or where composing is a matter of choice, and a range of types, styles, and genres of musical learning and music-making.
Providing a wide-ranging and detailed review of international approaches to incorporating music composition in teaching and learning, this volume will be a useful resource for teachers, music education researchers, graduate and undergraduate students, and all those working with children and young people in composing music.
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Specificații

ISBN-13: 9781032026268
ISBN-10: 103202626X
Pagini: 560
Ilustrații: 34
Dimensiuni: 178 x 254 x 39 mm
Greutate: 1.15 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Seria Routledge Music Companions

Locul publicării:Oxford, United Kingdom

Public țintă

Postgraduate

Cuprins

Introduction  1. Battle Dances and 808s: Teaching Music Creation in Australia  2. From Composing Project to University Course: Formal and Informal Pathways of Learning to Compose in Music Classrooms in Austria  3. Expanding Analytical Eyes and Ears on Compositional Processes: Alternative Musical Pedagogies on Brazilian Education  Interlude I: What is Composing?  4. Teaching Composing in Canadian Music Classrooms  5. Assessing Composition/Improvisation in School Music Education in the Global Age of China  6. The Challenges, Models and Outcomes of Composing in Croatian Compulsory Schools  Interlude II: Creativity and Composing in Education  7. Composing in the Classroom: The Case of Czech Republic  8. Mapping the Field of Composing Pedagogy in Finland: From Musical Inventions to Cultural Participation  9. As For Us in France – Why Do We Call It Creation?  Interlude III: Starting Points of Composing?  10. Composition in Germany in its Fledgling Stages Between Extracurricular Projects and School Music Classes  11. Attending to Creative Music Making and Composing in Greek School Music Curricula: Preliminary Findings from a Document Analysis  12. Composition and Creativity in Music Education in Iceland  Interlude IV: Ways to Teach Composing  13. Composition Pedagogy in Italian Schools: A Model for Teaching Music Composition Through Processes  14. A Sheet of Paper Considered as an Instrument: Examining the Separation of Form and Content in Creative Music Education  15. Did You Write That Song? Learning Composition in the Kenyan Secondary School  Interlude V: Considering Gender, Equality, Diversity and Inclusion in Teaching Composing  16. Policies and Practices in Teaching Music Composition in Mexican Schools  17. Music Composition as Playful Activity Perspectives on Teaching Composing from the Netherlands  18. Home-grown Progressivism: Composing in Aotearoa New Zealand Primary and Secondary Schools  Interlude VI: Hegemony and Axiology in Composing Pedagogies  19. Teaching Music Composition in Nigerian Classrooms: Current Practice, Training and Creative Developments (With Particular Reference to Institutions in Southern Nigeria)  20. Composition in the Classroom in Norwegian Elementary School  21. Creativity in the Polish Music Classroom: Historical Perspectives and Recent Actions  Interlude VII: The Role of Digital Technology in Classroom Composing  22. Making a Difference in the Music Classroom: The Role of Music Composition in Reframing Pupils’ Attitudes Towards Music Education in a Portuguese Classroom Context  23. Creativity and Composition in South African School Curricula  24. Music Composition in Spanish Schools  Interlude VIII: Why Compose in Music Education? Arguments Between Curricular and Extracurricular Settings  25. Composition and Creative Music Making in Swedish Public Schools and Other Educational Settings  26. Composing in Schools: A Perspective on the Multilingual Context of Switzerland  27. The Teaching of Music Composition in Trinidad and Tobago  Interlude IX: Notation – its Place and Role in Composing Pedagogies  28. Composition-Oriented Creative Activities in Music Lessons of Turkish General Schools  29. Teaching and Assessing Composing in English Secondary Schools: An Investigation into Music Teacher Confidence  30. Assessment of Composing in the Lower Secondary School in England  Interlude X: The Place of Assessment in Teaching and Learning Composing  31. The Place and Value of Composition in the Music Curriculum in Scotland  32. Pedagogical Models of Teaching and Learning Music Composition in Higher Education: Practices and Perspectives from Uganda  33. When Creative Stars Align: Music Composition in K-12 Schools in the US  34. Situating Composition in Music Education in the United States  Conclusion

Notă biografică

Kirsty Devaney is a composer and music education researcher based in Birmingham, UK. As a composition tutor at Royal Birmingham Conservatoire, and founder of the Young Composers Project, Kirsty specialises in composing music with, and for, non-professional and youth groups. Her music has been aired on BBC Radio 3 and shortlisted for a British Composer Award.
Martin Fautley is a Professor of Education at Birmingham City University, UK. He researches and writes about various aspects of teaching and learning in music, specializing in creativity and assessment. He is the author of 10 books, as well as over 60 journal articles, book chapters, and academic research papers.
Joana Grow is a Professor of Music Education at Hanover University of Music, Drama and Media, Germany. Her areas of teaching and research are music composition, gender and music education, professionalization of student teachers, language-sensitive music education, and teaching music history.
Annette Ziegenmeyer is a Professor of Music Education at the University of Luebeck, Germany. Her areas of teaching and research cover a broad range of topics such as music composition in schools and beyond, community music/music in social work, and music education in prisons.

Descriere

The Routledge Companion to Teaching Music Composition in Schools: International Perspectives offers a comprehensive overview of teaching composing from a wide range of countries around the world.