Curriculum Reform: Reclaiming "Music" as Social Praxis

Autor/in	Regelski, Thomas A.
Titel	Curriculum Reform: Reclaiming "Music" as Social Praxis
Quelle	In: Action, Criticism, and Theory for Music Education, 8 (2009) 1, S.66-84 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1545-4517
Schlagwörter	Stellungnahme; Music Education; Curriculum Development; Educational Change; Status; Role; Context Effect; Theory Practice Relationship; Relevance (Education); Praxis Series + Suchen Sie Ihr Suchwort? Musikerziehung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Rollen; Theorie-Praxis-Beziehung; Relevance; Relevanz
Abstract	Considered socially, musical values are always relative in practice to the uses and purposes of observers, thus accounting for the variety of meanings and values different people--even experts--derive from the same musical occasion, or the different meanings and values the same person experiences on different occasions. Music education is a "field" within (at least) two different "worlds" of praxis: the "worlds" of "music" and "schooling." The failure of music education as "praxis" to make a pragmatic difference for individuals and society that is "noticeable" and "notable" thus creates a "legitimation crisis." In this essay, the author offers recommendations on praxis-based reform of music education. (Contains 32 notes.) (ERIC).
Anmerkungen	MayDay Group. Brandon University School of Music, 270 18th Street, Brandon, Manitoba R7A 6A9, Canada. Tel: 204-571-8990; Fax: 204-727-7318; Web site: http://act.maydaygroup.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10