Approaching music and fine arts from faith-centered Muslim lenses.

Autor/inn/en	Leap, Frances M.; Abdalla, Mohamad; Taki, Samah; Jebara, Danielle
Titel	Approaching music and fine arts from faith-centered Muslim lenses.
Quelle	Aus: Curriculum renewal for Islamic education. New York: Routledge Taylor & Francis Group (2021) S. 153-177 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Routledge research in religion and education
Beigaben	Tabellen; Literaturangaben S. 176-177
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-0-367-22773-9; 978-0-367-77644-2; 978-0-429-27681-1
DOI	10.4324/9780429276811
Schlagwörter	Erziehung; Curriculum; Curriculumentwicklung; Kunst; Musik; Islam; Australien
Abstract	Within Muslim communities there are stark differences over what is considered acceptable when it comes to music and the arts. Essential to this chapter will be charting these stances in a way that provides guidance to educators who are often faced with a diversity of opinion from parents and students. The intent of this chapter is not to indulge in a jurisprudential discussion about these issues or to suggest one perspective over another, but rather to provide educators with an understanding of what some Muslim communities deem permissible, what is acceptable forms of music and art for those communities, and how curriculum outcomes can be achieved within what is deemed acceptable. This chapter will use the Australian arts curriculum as an example to showcase how, with the right amount of creativity, music and arts- based learning outcomes can be achieved for each of the broader Muslim community stances. Learning to know, to do, to be, and to live together - UNESCO Pillars of Learning (UNESCO, 2014, pp. 1- 15).
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1