| Description |
1 online resource : illustrators |
| Series |
The Prentice Hall mini-series in music education |
|
Prentice Hall mini-series in music education.
|
| Contents |
Acknowledgments and dedication -- Introduction: why look at music education from a sociological perspective? -- The performer and teacher in you: a matter of identity -- Teaching as work: what educational sociologists tell us -- Music learning and teaching as socially situated acts -- Music and social context: macro, micro, and interactive perspectives in selected texts on the sociology of music -- Musical meaning and social context: thoughts by selected ethnomusicologists and cultural theorists -- Sociology of education: major theories and their connection to school practice -- Application of sociological constructs in education to music schooling -- Conclusion: you and the big picture -- Definition of selected terms -- References -- Index |
| Summary |
Outlining the basic aspects, constructs and concepts relevant to understanding music teaching and learning from a sociological perspective, this volume introduces readers to the discipline as a tool in understanding their own work. The volume shows how certain academics in music, sociology and education have thought about the relationship of music to education, schooling and society and examines the consequences of such thinking for making instructional choices in teaching methods and repertoire selection. The authors examine the question of why look at music education from a sociological perspective, and look at sociological concepts relevant to music education, texts in the sociology of music and their relevance for music education, and thoughts of selected ethno-musicologists, music sociologists, and cultural theorists, as well as providing an introduction to major sociology of education theories, the applications of important constructs in the sociology of education, basic aspects of occupational socialization, issues of identity construction for music professionals and implications for the sociologically informed music teacher. For music educators and musicians |
|
"Sociology for Music Teachers: Perspectives for Practice examines the history and development of the social factors that affect students' values, tastes, and attitudes that school music teachers contront as an integral part of their work. It makes the case that knowledge of sociology impacts the selection of materials, methods, and teaching strategies by which teachers effectively communicate new ideas and experiences to the students, and through the students, to the community."--Back cover |
| Bibliography |
Includes bibliographical references (pages 122-133) and index |
| Notes |
Online resource; title from PDF title page (EBSCO, viewed July 9, 2015) |
| Subject |
Music -- Instruction and study -- Social aspects
|
|
Music -- Social aspects.
|
|
Educational sociology.
|
|
POLITICAL SCIENCE -- Public Policy -- Cultural Policy.
|
|
SOCIAL SCIENCE -- Anthropology -- Cultural.
|
|
SOCIAL SCIENCE -- Popular Culture.
|
|
Educational sociology
|
|
Music -- Social aspects
|
| Form |
Electronic book
|
| ISBN |
9781317344063 |
|
1317344065 |
|
