Resisting Elephants Lurking in the Music Education Classroom

Autor/in	Regelski, Thomas A.
Titel	Resisting Elephants Lurking in the Music Education Classroom
Quelle	In: Music Educators Journal, 100 (2014) 4, S.77-86 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0027-4321
DOI	10.1177/0027432114531798
Schlagwörter	Music Education; Classroom Environment; Barriers; Teaching Methods; Educational Sociology; Educational Practices; Educational Objectives; Educational Strategies; Educational Theories; Music Activities; Student Participation + Suchen Sie Ihr Suchwort? Musikerziehung; Klassenklima; Unterrichtsklima; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungssoziologie; Erziehungssoziologie; Bildungspraxis; Educational objective; Bildungsziel; Erziehungsziel; Lehrstrategie; Educational theory; Theory of education; Bildungstheorie; Musikalische Aktion; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Music education has many "elephants" in its classrooms: obvious major problems that go unmentioned and suffered silently. Two of the larger, more problematic "elephants" are identified, analyzed, and critiqued: (1) the hegemony of university schools of music on school music and the resulting focus in school music on "presentational" music (i.e., concert performance), with a corresponding lack of "participatory" music in schools; and (2) an increasingly problematic "anything goes" anarchy of teaching methods (methodolatry)--this condition being worsened by the absence of shared curricular ideals for guiding the field towards the status of a true helping profession. The ethical premises such professionalism are explored (duty ethics, consequentialism, and virtue ethics) and a professional ethic for teaching music is proposed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10