Revolutions In Music Education

This volume explores music education locally and globally, and critically investigates where music education has come from, where it is, and where it may be going in the future, as well as what this means to us in the twenty-first century.

Mention twentieth-century Russian music, and the names of three &"giants&"&—Igor Stravinsky, Sergei Prokofiev, and Dmitrii Shostakovich&—immediately come to mind. Yet during the turbulent decade following the Bolshevik Revolution, Stravinsky and Prokofiev lived abroad and Shostakovich was just finishing his conservatory training. While the fame of these great musicians is widely recognized, little is known about the creative challenges and political struggles that engrossed musicians in Soviet Russia during the crucial years after 1917. Music for the Revolution examines musicians&’ responses to Soviet power and reveals the conditions under which a distinctively Soviet musical culture emerged in the early thirties. Given the dramatic repression of intellectual freedom and creativity in Stalinist Russia, the twenties often seem to be merely a prelude to Totalitarianism in artistic life. Yet this was the decade in which the creative intelligentsia defined its relationship with the Soviet regime and the aesthetic foundations for socialist realism were laid down. In their efforts to deal with the political challenges of the Revolution, musicians grappled with an array of issues affecting musical education, professional identity, and the administration of musical life, as well as the embrace of certain creative platforms and the rejection of others. Nelson shows how debates about these issues unfolded in the context of broader concerns about artistic modernism and elitism, as well as the more expansive goals and censorial authority of Soviet authorities. Music for the Revolution shows how the musical community helped shape the musical culture of Stalinism and extends the interpretive frameworks of Soviet culture presented in recent scholarship to an area of artistic creativity often overlooked by historians. It should be broadly important to those interested in Soviet history, the cultural roots of Stalinism, Russian and Soviet music, and the place of music and the arts in revolutionary change.

Preface. Introduction: Why Study Foundations of Music Education? 1. History of Music Education. 2. Philosopbical Foundations of Music Education. 3. The Musical and Aesthetic Foundations of Music Education. 4. The Role and Purpose of Music in American Education. 5. Sociological Foundations of Music Education. 6. Social Psychological Foundations of Music Education. 7. Psychological Foundations of Music Education. 8. Application of Psychology to Music Teaching. 9. Curriculum. 10. Assessing Musical Behaviors. 11. Research and Music Education. 12. Teacher Education and Future Directions. Index.

This book focuses on the rapidly changing sociology of music as manifested in Chinese society and Chinese education. It examines how social changes and cultural politics affect how music is currently being used in connection with the Chinese dream. While there is a growing trend toward incorporating the Chinese dream into school education and higher education, there has been no scholarly discussion to date. The combination of cultural politics, transformed authority relations, and officially approved songs can provide us with an understanding of the official content on the Chinese dream that is conveyed in today’s Chinese society, and how these factors have influenced the renewal of values-based education and practices in school music education in China.

This incisive Handbook brings together a wealth of innovative research from international curriculum and education experts to ask the question: what knowledge should be taught in school, how should it be taught, and for what purpose?

This proceedings set contains selected Computer, Information and Education Technology related papers from the 2014 International Conference on Computer, Intelligent Computing and Education Technology (CICET 2014), held March 27-28, 2014 in Hong Kong. The proceedings aims to provide a platform for researchers, engineers and academics as well as industry professionals from all over the world to present their research results and development activities in Computer Science, Information Technology and Education Technology.

Explores the origins and foundations of music education across five continents.

The story of how unexpected connections between music, technology, and race across three tumultuous decades changed American culture. How did a European social dance craze become part of an American presidential election? Why did the recording industry become racially divided? Where did rock ’n’ roll really come from? And how do all these things continue to reverberate in today’s world? In Revolutions in American Music, award-winning author Michael Broyles shows the surprising ways in which three key decades—the 1840s, the 1920s, and the 1950s—shaped America’s musical future. Drawing connections between new styles of music like the minstrel show, jazz, and rock ’n’ roll, and emerging technologies like the locomotive, the first music recordings, and the transistor radio, Broyles argues that these decades fundamentally remade our cultural landscape in enduring ways. At the same time, these connections revealed racial fault lines running through the business of music, in an echo of American society as a whole. Through the music of each decade, we come to see anew the social, cultural, and political fabric of the time. Broyles combines broad historical perspective with an eye for the telling detail and presents a variety of characters to serve as focal points, including the original Jim Crow, a colorful Hungarian dancing master named Gabriel de Korponay, “Empress of the Blues” Bessie Smith, and the singer Johnnie Ray, whom Tony Bennett called “the father of rock ’n’ roll.” Their stories, and many others, animate Broyles’s masterly account of how American music became what it is today.