Music learning and teaching in culturally and socially diverse contexts: implications for classroom practice

Barton, Georgina (2018) Music learning and teaching in culturally and socially diverse contexts: implications for classroom practice. Palgrave Macmillan Ltd., Cham, Switzerland. ISBN 978-3-319-95407-3

Abstract

This book examines the inter-relationship between music learning and teaching, and culture and society: a relationship that is crucial to comprehend in today’s classrooms. The author presents case studies from diverse music learning and teaching contexts – including South India and Australia and online learning environments – to compare the modes of transmission teachers use to share their music knowledge and skills. It is imperative to understand the ways in which culture and society can in fact influence music teachers’ beliefs and experiences: and in understanding, there is potential to improve intercultural approaches to music education more generally. In increasingly diverse schools, the author highlights the need for culturally appropriate approaches to music planning, assessment and curricula. Thus, music teachers and learners will be able to understand the diversity of music education, and be encouraged to embrace a variety of methods and approaches in their own teaching. This inspiring book will be of interest and value to all those involved in teaching and learning music in various contexts.


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Item Type: Book (Commonwealth Reporting Category A)
Refereed: Yes
Item Status: Live Archive
Additional Information: Permanent restricted access to Front Matter, in accordance with the copyright restrictions of the publisher.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 31 Jul 2018 02:44
Last Modified: 07 Feb 2019 22:29
Uncontrolled Keywords: music learning and teaching; culture; society
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130201 Creative Arts, Media and Communication Curriculum and Pedagogy
URI: http://eprints.usq.edu.au/id/eprint/34385

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