Literaturnachweis - Detailanzeige
| Autor/in | Bates, Vincent C. |
|---|---|
| Titel | Toward a Sociology of Music Curriculum Integration |
| Quelle | In: Action, Criticism, and Theory for Music Education, 15 (2016) 3, S.8-20 (13 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1545-4517 |
| Schlagwörter | Music Education; Integrated Curriculum; Educational Sociology; Professionalism; Specialization; Elementary School Teachers; Music Teachers; Academic Standards; Core Curriculum; Knowledge Level |
| Abstract | In this article, an analogy is drawn between processes of land-grabbing or land enclosures and music education professionalization. It is suggested that specializations in musicing and music teaching serve to discourage participation or create musical helplessness on the part of those who don't view themselves as "musically inclined." The author further recommends that music curriculum integration be considered a process of bringing things back together that shouldn't have been divided in the first place, and stresses the importance of everyday musics and musicing in countering musical enclosure and in empowering generalist elementary teachers to include musical experiences in their classrooms and curriculum. [This paper was presented at the 9th International Symposium on the Sociology of Music Education (2015).] (As Provided). |
| 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 | 2020/1/01 |
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