Keith Swanwick – författare

Keith Swanwick explores the psychological and sociological dimensions of musical experience and the implications of these for children's development and music education in schools and colleges. Music is seen, with the other arts, as contributing to the growth of mind, with deep psychological roots in play. Swanwick examines the ways in which children make their own music, and confirms that there is an observable sequence of development. His insights into musical experience help to draw together and interpret fragmented psychological work that has been done in the field and make it possible to plan music education in schools, colleges and studios in a more purposeful way. His analysis of the nature of musical experience and music education has consequences both for curriculum development and the assessment of students' work, with special reference given to the National Curriculum and GCSE.

First Published in 1979. Designed for all music teachers, this book provides a careful and clear examination of the fundamental concepts involved in music. Keith Swanwick investigates questions such as: What is music? Is music meaningful? Does music refine our feelings and emotions? If so, how? The discussion of questions forms a conceptual framework which will motivate further thinking and development in music education.

The understanding of music involves the mastery of its various layers of meaning. Sometimes this meaning can be acquired through human insight; at other times, it can be learned. The central concern of Musical Knowledge is the tension between intuitive and analytical ways of making sense of the world. Keith Swanwick examines this relationship on three levels: in considering music as a way of knowing; as the apparent predicament between qualitative and quantitative research paradigms; and as a tension in education. Keith Swanwick guides his reader from a theoretical exploration of musical knowledge, through an examination of ways of researching the musical experience to a concluding section which will be of direct practical help to teachers. He suggests ways in which music education can be a vital transaction, giving examples across a range of music teaching, including school classroom and instrumental studios. The book will be of interest to anyone who makes or responds to music.

'There are countless gems within these pages ... Swanwick seems to write from more experience as a musician and teacher than most others who write for this audience. There is a real sense of his having been there.’ - Patricia Shehan Campbell, Professor of Music, University of Washington, USA'... contains the essential and highly valued hallmark of its author: well-articulated philosophy that will surely filter through to practical work in classrooms.'- British Journal of Music Education'Among the virtues of this thoughtful study is that Swanwick supplies the terminology and the arguments to turn the potentially commonplace into fresh thought.' - Times Educational SupplementThis classic text is essential reading for all music educators, including practising and intending teachers in schools and colleges, and instrumental teachers. It is re-released in this special edition with a new preface by the author exploring what’s changed since the book was first published, where the field might go from here and why the themes and idea are as relevant now as ever. Teaching Music Musically considers: The nature of music itself, its value and metaphorical significance and the social context of musical understanding The interrelated layers of musical experience and fundamental principles for music educators, whatever the particular context of music teaching The demand for accountability and the development of state guidelines, national curricula or 'standards' Valid and reliable assessment of students' work The relationship between institutionalised music education and the wider community.Illustrated throughout with practical examples, Teaching Music Musically introduces important ideas about music education to all those curious about the role of music in our lives.

'There are countless gems within these pages ... Swanwick seems to write from more experience as a musician and teacher than most others who write for this audience. There is a real sense of his having been there.’ - Patricia Shehan Campbell, Professor of Music, University of Washington, USA'... contains the essential and highly valued hallmark of its author: well-articulated philosophy that will surely filter through to practical work in classrooms.'- British Journal of Music Education'Among the virtues of this thoughtful study is that Swanwick supplies the terminology and the arguments to turn the potentially commonplace into fresh thought.' - Times Educational SupplementThis classic text is essential reading for all music educators, including practising and intending teachers in schools and colleges, and instrumental teachers. It is re-released in this special edition with a new preface by the author exploring what’s changed since the book was first published, where the field might go from here and why the themes and idea are as relevant now as ever. Teaching Music Musically considers: The nature of music itself, its value and metaphorical significance and the social context of musical understanding The interrelated layers of musical experience and fundamental principles for music educators, whatever the particular context of music teaching The demand for accountability and the development of state guidelines, national curricula or 'standards' Valid and reliable assessment of students' work The relationship between institutionalised music education and the wider community.Illustrated throughout with practical examples, Teaching Music Musically introduces important ideas about music education to all those curious about the role of music in our lives.

Music education is a well-established and flourishing area of research and study. It is also a complex and contested area in which there is a considerable variety of published work, ranging from the justificatory to the critical, and from advice on pedagogical practice to provocative alternative paradigms. The proliferation and range of these publications stems from the complexity of music and music education itself. Along with multiple perspectives on the nature and value of music, music education is much more socially interwoven than most school subjects. It is also very complex organizationally, with multiple sources of funding.This new four-volume collection from Routledge’s acclaimed Major Themes in Education series meets the need for an authoritative, up-to-date, and comprehensive reference work to make sense of the area’s voluminous literature. Indeed, the dizzying scale of the research output—and the breadth of the field—makes this new Routledge title especially welcome. It provides a one-stop collection of classic and contemporary contributions to facilitate ready access to the most influential and important scholarship.Fully indexed and with an introduction, newly written by the editor, which places the collected material in its historical and intellectual context, Music Education is an essential work of reference. It is destined to be valued by specialists in music education and scholars working in related areas—as well as by educational policy-makers and professionals—as a vital research tool.

In the World Library of Educationalists series, international experts compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field.Since the publication of A Basis for Music Education in 1979, Keith Swanwick has continued to be a major influence on the theory and practice of music education. The international appeal of his insights into the fundamentals of music and music education is recognised in invitations from more than twenty countries to give Key Note presentations, conduct workshops, and advise as a consultant. These include such diverse places as Kazakhstan, Colombia, Iceland and Papua New Guinea. During 1998 he was Visiting Professor, University of Washington. In this collection, Swanwick brings together 12 of his key writings to present an overview of the development of his own work and of the field of music education. The text allows the reader to consider Swanwick’s approach to music education and how it is characterised by a concern for musical, and to some extent wider artistic, processes, shaped by his experience as a teacher and performing musician in a variety of settings, and also by the influences of philosophers, psychologists and sociologists.

Keith Swanwick explores the psychological and sociological dimensions of musical experience and the implications of these for children's development and music education in schools and colleges. Music is seen, with the other arts, as contributing to the growth of mind, with deep psychological roots in play. Swanwick examines the ways in which children make their own music, and confirms that there is an observable sequence of development. His insights into musical experience help to draw together and interpret fragmented psychological work that has been done in the field and make it possible to plan music education in schools, colleges and studios in a more purposeful way. His analysis of the nature of musical experience and music education has consequences both for curriculum development and the assessment of students' work, with special reference given to the National Curriculum and GCSE.

The understanding of music involves the mastery of its various layers of meaning. Sometimes this meaning can be acquired through human insight; at other times, it can be learned. The central concern of Musical Knowledge is the tension between intuitive and analytical ways of making sense of the world. Keith Swanwick examines this relationship on three levels: in considering music as a way of knowing; as the apparent predicament between qualitative and quantitative research paradigms; and as a tension in education. Keith Swanwick guides his reader from a theoretical exploration of musical knowledge, through an examination of ways of researching the musical experience to a concluding section which will be of direct practical help to teachers. He suggests ways in which music education can be a vital transaction, giving examples across a range of music teaching, including school classroom and instrumental studios. The book will be of interest to anyone who makes or responds to music.

First Published in 1979. Designed for all music teachers, this book provides a careful and clear examination of the fundamental concepts involved in music. Keith Swanwick investigates questions such as: What is music? Is music meaningful? Does music refine our feelings and emotions? If so, how? The discussion of questions forms a conceptual framework which will motivate further thinking and development in music education.