Contemporary Perspectives on Teaching and Learning
作 者：Mary Stakelum
出版社：Ashgate Publishing Company
出版时间：2013
ISBN号：978-1-4094-5017-7
页 数：329页
商品尺寸: 235 x 165 x 23mm
包 装：paperback
索书号：J60-054/S8035
所在库室：院本部教参阅览室1册
内容简介：
To what extent does research on musical development impact on educational practices in school and the community? Do musicians from classical and popular traditions develop their identities in different ways? What do teachers and learners take into consideration when assessing progress? This book takes a fresh look at 'the musician' and what constitutes 'development' within the fields of music psychology and music education. In doing so, it explores the relationship between formative experiences and the development of the musician in a range of music education settings. It includes the perspectives of classroom teachers, popular musicians, classical musicians and music educators in higher education.Drawn from an international community of experienced educators and researchers, the contributors offer a range of approaches to research. From life history through classroom observation to content analysis, each section offers competing and complementary perspectives on contemporary practice. The book is an essential resource for musicians, educators, researchers and policy makers, offering insight into the reality of practice from those working within established traditions - such as the conservatoire and school settings - and from those who are currently emerging as significant forces in the fields of popular music education and community music.
作者介绍：
Dr Mary Stakelum is an Associate Director at the Graduate School of the University of Reading and directs postgraduate research studies and MA programmes in music education at its Institute of Education. She is a board member of European Association of Music in Schools, on the editorial board of Music Education Research and conference secretary of SEMPRE.
目录：
Introduction
Part I Aspiration and Identity
Part II Attitudes to Teaching and Learning
Part III Modes of Assessment