Sound Pedagogy

Music education today requires an approach rooted in care and kindness that coexists alongside the dismantling of systems that fail to serve our communities in higher education. But, as the essayists in Sound Pedagogy show, the structural aspects of music study in higher education present obstacles to caring and kindness like the entrenched master-student model, a neoliberal individualist and competitive mindset, and classical music’s white patriarchal roots. The editors of this volume curate essays that use a broad definition of care pedagogy, one informed by interdisciplinary scholarship and aimed at providing practical strategies for bringing transformative learning and engaged pedagogies to music classrooms. The contributors draw from personal experience to address issues including radical kindness through universal design; listening to non-human musicality; public musicology as a forum for social justice discourse; and radical approaches to teaching about race through music. Contributors: Molly M. Breckling, William A. Everett, Kate Galloway, Sara Haefeli, Eric Hung, Stephanie Jensen-Moulton, Mark Katz, Nathan A. Langfitt, Matteo Magarotto, Mary Natvig, Frederick A. Peterbark, Laura Moore Pruett, Colleen Renihan, Amanda Christina Soto, John Spilker, Reba A. Wissner, and Trudi Wright

In Sounding Composition Steph Ceraso reimagines listening education to account for twenty-first-century sonic practices and experiences. Sonic technologies such as audio editing platforms and music software allow students to control sound in ways that were not always possible for the average listener. While digital technologies have presented new opportunities for teaching listening in relation to composing, they also have resulted in a limited understanding of how sound works in the world at large. Ceraso offers an expansive approach to sonic pedagogy through the concept of multimodal listening—a practice that involves developing an awareness of how sound shapes and is shaped by different contexts, material objects, and bodily, multisensory experiences. Through a mix of case studies and pedagogical materials, she demonstrates how multimodal listening enables students to become more savvy consumers and producers of sound in relation to composing digital media, and in their everyday lives.

"Music education today requires an approach rooted in care and kindness that coexists alongside the dismantling of systems that fail to serve students, teachers, or their goals in music. The editors of this volume curate essays that use a broad definition of care pedagogy, one informed by interdisciplinary scholarship and aimed at providing practical strategies for bringing transformative learning and engaged pedagogies to music classrooms. The contributors draw from personal experience to address issues including radical kindness through universal design; listening to non-human musicality; public musicology as a forum for social justice discourse; and radical approaches to teaching about race through music. But, as the essayists show, the structural aspects of music study in higher education present obstacles to caring and kindness like the entrenched master-student model, the valorization of physical pain and stress, and classical music's white patriarchal history"--

The field of Sound Studies has changed and developed dramatically over the last two decades involving a vast and dizzying array of work produced by those working in the arts, social sciences and sciences. The study of sound is inherently interdisciplinary and is undertaken both by those who specialize in sound and by others who wish to include sound as an intrinsic and indispensable element in their research. This is the first resource to provide a wide ranging, cross-cultural and interdisciplinary investigation and analysis of the ways in which researchers use a broad range of methodologies in order to pursue their sonic investigations. It brings together 49 specially commissioned chapters that ask a wide range of questions including; how can sound be used in current academic disciplines? Is sound as a methodological tool indispensable for Sound Studies and what can sound artists contribute to the discourse on methodology in Sound Studies? The editors also present 3 original chapters that work as provocative 'sonic methodological interventions' prefacing the 3 sections of the book.

This book takes a holistic approach to pedagogy and argues that the purpose of education is to educate the student's whole personality including cognitive, social, and moral domains. The four sections and twelve chapters address the current pedagogical challenges in basic and higher education in international contexts. The authors describe the principles and practices through which meaningful education is promoted and enhanced in a variety of ways. The challenges educators face in their profession as well as ways to overcome them are elaborated on both theoretically and empirically. The book allows both researchers, teachers, and educational policy makers to reflect on current developments, challenges, and areas of development in educational institutions when aiming to support student growth and learning.

The goal of every pastor, missionary, and lay leader in the evangelical church is to proclaim the word of God accurately. And, one of the key components of accurate biblical interpretation is the understanding of the Bible’s original languages. While some Bible teachers forego learning Hebrew and Greek altogether, many men and women seek their language training by buying books to study on their own, others look for free online courses and videos to provide this instruction, while still others commit to formal theological training through higher education. Each of those language-learning formats (print, digital, and guided) are effective educational tools, but the problem is that each of those formats are primarily based on the same, antiquated teaching method. This book analyzes and assesses the current biblical language pedagogy from the vantage point of over thirty prominent professionals in the field of New Testament Greek. Their insight provides some of the first formal data on the usefulness and effectiveness of the Grammar-Translation Method for teaching biblical languages today. Additionally, this book will introduce a unique and cutting-edge approach to the process of teaching and learning the original languages of the word of God.

The book entitled “Pedagogy-Driven Technology Integration in English Language Teaching” discusses pedagogical soundness and appropriateness of technology to address problems or issues in the teaching and learning process, especially in the English as a Foreign Language (EFL) learning context. It is a relatively new genre, similar to a book review section, in academic journals and magazines. With technology's rapid and disruptive development, teaching and learning in the EFL context may not be the same anymore. Numerous tools, prominently digital ones, have been massively utilized within and beyond the classroom walls. Yet, one thing remains the same, the pedagogical aspects comprising clear and scaffolded learning stages incorporated with technologies must present insights and bring about benefits to the instruction.

Critical thinking is an essential skill for learners and teachers alike. Therefore, it is essential that educators be given practical strategies for improving their critical thinking skills as well as methods to effectively provide critical thinking skills to their students. The Handbook of Research on Critical Thinking and Teacher Education Pedagogy examines and explains how new strategies, methods, and techniques in critical thinking can be applied to classroom practice and professional development to improve teaching and learning in teacher education and make critical thinking a tangible objective in instruction. This critical scholarly publication helps to shift and advance the debate on how critical thinking should be taught and offers insights into the significance of critical thinking and its effective integration as a cornerstone of the educational system. Highlighting topics such as early childhood education, curriculum, and STEM education, this book is designed for teachers/instructors, instructional designers, education professionals, administrators, policymakers, researchers, and academicians.