Gary Spruce – författare

Music education has historically had a tense relationship with social justice. One the one hand, educators concerned with music practices have long preoccupied themselves with ideas of open participation and the potentially transformative capacity that musical interaction fosters. On the other hand, they have often done so while promoting and privileging a particular set of musical practices, traditions, and forms of musical knowledge, which has in turn alienated and even excluded many children from music education opportunities. The Oxford Handbook of Social Justice in Music Education provides a comprehensive overview and scholarly analyses of the major themes and issues relating to social justice in musical and educational practice worldwide.The first section of the handbook conceptualizes social justice while framing its pursuit within broader contexts and concerns. Authors in the succeeding sections of the handbook fill out what social justice entails for music teaching and learning in the home, school, university, and wider community as they grapple with cycles of injustice that might be perpetuated by music pedagogy. The concluding section of the handbook offers specific practical examples of social justice in action through a variety of educational and social projects and pedagogical practices that will inspire and guide those wishing to confront and attempt to ameliorate musical or other inequity and injustice. Consisting of 42 chapters by authors from across the globe, the handbook will be of interest to anyone who wishes to better understand what social justice is and why its pursuit in and through music education matters.

Music education has historically had a tense relationship with social justice. One the one hand, educators concerned with music practices have long preoccupied themselves with ideas of open participation and the potentially transformative capacity that musical interaction fosters. On the other hand, they have often done so while promoting and privileging a particular set of musical practices, traditions, and forms of musical knowledge, which has in turn alienated and even excluded many children from music education opportunities. Teaching multicultural practices, for example, has historically provided potentially useful pathways for music practices that are widely thought to be socially just. However, curricula often map alien musical values onto other musics and in so doing negate the social value of these practices, grounding them in a politics of difference wherein "recognition of our difference" limits the push that might take students from tolerance to respect and to renewed understanding and interaction. The Oxford Handbook of Social Justice in Music Education provides a comprehensive overview and scholarly analyses of the major themes and issues relating to social justice in musical and educational practice and scholastic inquiry worldwide. The first section of the handbook conceptualizes social justice while framing its pursuit within broader social, historical, cultural, and political contexts and concerns. Authors in the succeeding sections of the handbook fill out what social justice entails for music teaching and learning in the home, school, university, and wider community as they grapple with issues of inclusivity and diversity, alienation, intolerance, racism, ableism, and elitism, or relating to urban and incarcerated youth, immigrant and refugee children, and, more generally, cycles of injustice that might be perpetuated by music pedagogy. The concluding section of the handbook offers specific and groundbreaking practical examples of social justice in action through a variety of educational and social projects and pedagogical practices that might inspire and guide those wishing to confront and attempt to ameliorate musical or other inequity and injustice.Consisting of 42 chapters by authors from Australia, Brazil, Canada, China, England, Finland, Greece, The Netherlands, Norway, Scotland, Spain, South Africa, Sweden, and the United States, the handbook will be of interest to a wide audience, ranging from undergraduate and graduate music education majors and faculty in music and other disciplines and fields to parents and other interested members of the public wishing to better understand what is social justice and why and how its pursuit in and through music education matters.

Creative and Critical Projects in Classroom Music is both a celebration and extension of John Paynter and Peter Aston’s groundbreaking work on creative classroom music, Sound and Silence, first published in 1970.Building on the central themes of the original work – the child as artist, the role of musical imagination and creativity, and the process of making music – the authors and contributors provide a contemporary response to the spirit and style of Sound and Silence. They offer reflections on the ideas and convictions underpinning Paynter and Aston’s work in light of scholarship developed during the intervening years. This critical work is accompanied by 16 creative classroom projects designed and enacted by contemporary practitioners, raising questions about the nature and function of music in education and society. In summary, this book aims to: Celebrate seminal work on musical creativity in the classroom. Promote the integration of practical, critical and analytical writing and thinking around this key theme for music education. Contribute to initiating the next 50 years of thought in relation to music creativity in the classroom. Offering a unique combination of critical scholarship and practical application, and published on the occasion of the 50th anniversary of Sound and Silence, themes from Paynter and Aston’s work are here given fresh context that aims to inspire a new generation of innovative classroom practice and to challenge current ways of thinking about the music classroom.

Creative and Critical Projects in Classroom Music is both a celebration and extension of John Paynter and Peter Aston’s groundbreaking work on creative classroom music, Sound and Silence, first published in 1970.Building on the central themes of the original work – the child as artist, the role of musical imagination and creativity, and the process of making music – the authors and contributors provide a contemporary response to the spirit and style of Sound and Silence. They offer reflections on the ideas and convictions underpinning Paynter and Aston’s work in light of scholarship developed during the intervening years. This critical work is accompanied by 16 creative classroom projects designed and enacted by contemporary practitioners, raising questions about the nature and function of music in education and society. In summary, this book aims to: Celebrate seminal work on musical creativity in the classroom. Promote the integration of practical, critical and analytical writing and thinking around this key theme for music education. Contribute to initiating the next 50 years of thought in relation to music creativity in the classroom. Offering a unique combination of critical scholarship and practical application, and published on the occasion of the 50th anniversary of Sound and Silence, themes from Paynter and Aston’s work are here given fresh context that aims to inspire a new generation of innovative classroom practice and to challenge current ways of thinking about the music classroom.

Music education has undergone a remarkable transformation in recent years. Whereas lessons were once characterised by their passivity, children now learn about music through actively engaging in it by performing, composing, listening and appraising. This reader places music education in context and then goes on to examine a range of issues linked to the teaching and learning of music. The latter half of the book concentrates on music education within the classroom, highlighting the kinds of points which all teachers of music will have to consider.

Aspects of Teaching Secondary Music provides a practical illustration of the skills, knowledge and understanding required to teach music in the secondary classroom. Musical concepts and ideas are discussed and a critical examination of key issues is given. This encourages the reader to engage with these thoughts and consider their views and beliefs in terms of how they will influence their potential to teach music in an inspired and effective manner.

Teaching Music in Secondary Schools is the accompaniment to its practical-based counterpart Aspects of Teaching Secondary Music. Together they form a comprehensive resource for those engaged with Initial Teacher Training and Continuing Professional Development in Music. Through this reader, student-teachers and practising teachers will be introduced to the big issues and ideas abounding in music teaching today.

Teaching Music in Secondary Schools is the accompaniment to its practical-based counterpart Aspects of Teaching Secondary Music. Together they form a comprehensive resource for those engaged with Initial Teacher Training and Continuing Professional Development in Music. Through this reader, student-teachers and practising teachers will be introduced to the big issues and ideas abounding in music teaching today.

Making Music in the Primary School is an essential guide for all student and practising primary school teachers, instrumental teachers and community musicians involved in music with children. It explores teaching and learning music with the whole class and provides a framework for successful musical experiences with large groups of children.Striking the perfect balance between theory and practice, this invaluable text includes case studies and exemplars, carefully designed activities to try out in the classroom, as well as a range of tried-and-tested teaching strategies to help you support and develop children’s musical experience in the classroom.Grounded within a practical, philosophical and theoretical framework, the book is structured around the four key principles that underpin effective music teaching and experience:Integration – how can we join up children’s musical experiences?Creativity – how can we support children’s musical exploration?Access and Inclusion – how can we provide a relevant experience for every child? Collaboration – how might we work together to achieve these aims?Written in a clear, accessible and engaging style, Making Music in the Primary School will give you all the confidence you need when working with whole classes, whatever your musical or teaching background.

Making Music in the Primary School is an essential guide for all student and practising primary school teachers, instrumental teachers and community musicians involved in music with children. It explores teaching and learning music with the whole class and provides a framework for successful musical experiences with large groups of children.Striking the perfect balance between theory and practice, this invaluable text includes case studies and exemplars, carefully designed activities to try out in the classroom, as well as a range of tried-and-tested teaching strategies to help you support and develop children’s musical experience in the classroom.Grounded within a practical, philosophical and theoretical framework, the book is structured around the four key principles that underpin effective music teaching and experience:Integration – how can we join up children’s musical experiences?Creativity – how can we support children’s musical exploration?Access and Inclusion – how can we provide a relevant experience for every child? Collaboration – how might we work together to achieve these aims?Written in a clear, accessible and engaging style, Making Music in the Primary School will give you all the confidence you need when working with whole classes, whatever your musical or teaching background.

Debates in Music Teaching encourages both graduate and postgraduate students and practising teachers to engage with contemporary issues and developments in music education. It introduces a critical approach to the central concepts and practices that have influenced major interventions and initiatives in music teaching and supports the development of new ways of looking at ideas around teaching and learning in music.Bringing together leading international experts, the chapters consider key issues in music education alongside reflective questions to help shape research and writing. This second edition has been fully updated to reflect the latest debates in the field including:the justification for music in the school curriculummusic education and cognitive psychologythe nature of musical knowledgeaddressing decolonisationpartnerships in music educationthe nature of musical developmentsocial justice and music educationthe place of diverse musical genres and traditions in the music curriculumpedagogies of composingenvironmentally sustainable practices for teaching music with technologythe professional journeys and identity of music teachersWritten to help readers to form their own personal philosophy of music education and stimulate critical and creative thinking, Debates in Music Teaching is essential reading for all student and practising music teachers.

Debates in Music Teaching encourages both graduate and postgraduate students and practising teachers to engage with contemporary issues and developments in music education. It introduces a critical approach to the central concepts and practices that have influenced major interventions and initiatives in music teaching and supports the development of new ways of looking at ideas around teaching and learning in music.Bringing together leading international experts, the chapters consider key issues in music education alongside reflective questions to help shape research and writing. This second edition has been fully updated to reflect the latest debates in the field including:the justification for music in the school curriculummusic education and cognitive psychologythe nature of musical knowledgeaddressing decolonisationpartnerships in music educationthe nature of musical developmentsocial justice and music educationthe place of diverse musical genres and traditions in the music curriculumpedagogies of composingenvironmentally sustainable practices for teaching music with technologythe professional journeys and identity of music teachersWritten to help readers to form their own personal philosophy of music education and stimulate critical and creative thinking, Debates in Music Teaching is essential reading for all student and practising music teachers.

Music education has undergone a remarkable transformation in recent years. Whereas lessons were once characterised by their passivity, children now learn about music through actively engaging in it by performing, composing, listening and appraising. This reader places music education in context and then goes on to examine a range of issues linked to the teaching and learning of music. The latter half of the book concentrates on music education within the classroom, highlighting the kinds of points which all teachers of music will have to consider.

Debates in Music Teaching encourages student and practising teachers to engage with contemporary issues and developments in music education. It aims to introduce a critical approach to the central concepts and practices that have influenced major interventions and initiatives in music teaching, and supports the development of new ways of looking at ideas around teaching and learning in music. Accessible and comprehensive chapters will stimulate thinking and creativity in relation to theory and practice, and will facilitate readers in reaching their own informed judgements and rationalising their position with deep theoretical knowledge and understanding. Throughout the book, international experts in the field consider key issues including: the justification for music in the school curriculum partnerships in music education and the identity of the music teacher technology and conceptions of musicianship social justice and music education the place of diverse musical genres and traditions in the music curriculum critical thinking and music education autonomy and integrity for music in cross-curricular work the politics, sociology and philosophy of music education. Debates in Music Teaching is for all student and practising teachers interested in furthering their understanding of the subject. Including carefully annotated further reading and reflective questions to help shape research and writing, this collection stimulates critical and creative thinking in relation to contemporary debates within music education.

Debates in Music Teaching encourages student and practising teachers to engage with contemporary issues and developments in music education. It aims to introduce a critical approach to the central concepts and practices that have influenced major interventions and initiatives in music teaching, and supports the development of new ways of looking at ideas around teaching and learning in music. Accessible and comprehensive chapters will stimulate thinking and creativity in relation to theory and practice, and will facilitate readers in reaching their own informed judgements and rationalising their position with deep theoretical knowledge and understanding. Throughout the book, international experts in the field consider key issues including: the justification for music in the school curriculum partnerships in music education and the identity of the music teacher technology and conceptions of musicianship social justice and music education the place of diverse musical genres and traditions in the music curriculum critical thinking and music education autonomy and integrity for music in cross-curricular work the politics, sociology and philosophy of music education. Debates in Music Teaching is for all student and practising teachers interested in furthering their understanding of the subject. Including carefully annotated further reading and reflective questions to help shape research and writing, this collection stimulates critical and creative thinking in relation to contemporary debates within music education.

This 3rd edition of Learning to Teach Music in the Secondary School has been thoroughly revised to take account of the latest initiatives, research and scholarship in the field of music education, and the most recent changes to the curriculum. By focusing on overarching principles, it aims to develop reflective practitioners who will creatively and critically examine their own and others’ ideas about music education, and the ways in which children learn music.Providing an overview of contemporary issues in music teaching and learning from a range of perspectives, the book focuses on teaching music musically, and enables the reader to: place music education in its historical and social context consider the nature of musical knowledge and how teachers can facilitate their students to learn musically critically analyse the frameworks within which music teachers work develop an understanding of composing, performing and responding to music, as well as key issues such as creativity, individual needs and assessment examine aspects of music beyond the classroom and how effective links can be made between curriculum music and music outside of school.Including a range of case studies, tasks and reflections to help student teachers integrate the theory and practice of music education effectively, this new edition will provide invaluable support, guidance and challenges for teachers at all stages of their careers, as well as being a useful resource for teacher educators in a wide range of settings.