Informationen zum Autor Tim Cain is Professor of Education at Edge Hill University, UK. Joanna Cursley is a freelance researcher, specialising in the impact of music on offenders and ex-offenders. Jo was previously a Senior Research Fellow at the University of Exeter, UK. Zusammenfassung Teaching Music Differently explores what music teachers do and why. It offers insightful analysis of eight in-depth studies of teachers in a range of settings the early years, a special school, primary and secondary schools, a college, a prison, a conservatoire and a community choir and demonstrates that pedagogy is not simply the delivery of a curriculum or an enactment of a teaching plan. Rather, a teacher's pedagogy is complex, nuanced and influenced by a multitude of factors. Exploring the theories teachers hold about their own teaching, it reveals that, even when teachers are engaged with the same subject, their teaching varies substantially. It analyses the differences in terms of agency the knowledge and skills that teachers bring to teaching, their expectations shaped by their life histories, the ways in which they relate to their students and the subject and their ideas about the content they teach what is important, what is interesting, what is difficult for students to grasp. It also explores the constraints that are imposed upon the teachers by curriculum, policy, institutions, society and the students themselves. Together with discussion of key ideas for understanding the case studies, historical influences on music pedagogy and the main discourses around music teaching, Teaching Music Differently invites all music education professionals to consider their own responses to pedagogical discourses and to use these discourses to further the development of the profession as a whole. Inhaltsverzeichnis 1. The misrepresentation of teaching 2. Passing it on: examination music in Further Education 3. Researching Pedagogy: questions, methods, conceptual framework and analysis 4. 'Give it a go, then think about it': an inclusive pedagogy in a Special School 5. 'You need to find the slot within the person where the music fits': a social awareness and development pedagogy in a Young Offender's Institution 6. Pedagogic discourses: Disciplinary, Economic, Therapeutic and Critical 7. Creating Happy and Imaginative Musice Environments: music in the early years 8. 'I wish this lesson could just go on and on': the pleasures and challeneges of teaching music in a primary school 9. 'It's not about me': teaching music in a Secondary School. By Donna Cummins, Anna Mariguddi and Susan Weir 10. School music pedagogies: traces of history 11. 'Touching the infinite': Inspiring individuality in a conservatoire environment. By Bethan Garrett 12. Creating communal identity through music: leadership of community choirs 13. Cross-case analysis: How structure and agency shape music pegagogies 14. Using the research to improve practice and argument ...

Autorentext

Tim Cain is Professor of Education at Edge Hill University, UK.

Joanna Cursley is a freelance researcher, specialising in the impact of music on offenders and ex-offenders. Jo was previously a Senior Research Fellow at the University of Exeter, UK.

Zusammenfassung

Teaching Music Differently explores what music teachers do and why. It offers insightful analysis of eight in-depth studies of teachers in a range of settings the early years, a special school, primary and secondary schools, a college, a prison, a conservatoire and a community choir and demonstrates that pedagogy is not simply the delivery of a curriculum or an enactment of a teaching plan. Rather, a teacher's pedagogy is complex, nuanced and influenced by a multitude of factors.

Exploring the theories teachers hold about their own teaching, it reveals that, even when teachers are engaged with the same subject, their teaching varies substantially. It analyses the differences in terms of agency the knowledge and skills that teachers bring to teaching, their expectations shaped by their life histories, the ways in which they relate to their students and the subject and their ideas about the content they teach what is important, what is interesting, what is difficult for students to grasp. It also explores the constraints that are imposed upon the teachers by curriculum, policy, institutions, society and the students themselves.

Together with discussion of key ideas for understanding the case studies, historical influences on music pedagogy and the main discourses around music teaching, Teaching Music Differently invites all music education professionals to consider their own responses to pedagogical discourses and to use these discourses to further the development of the profession as a whole.

Inhalt

1. The misrepresentation of teaching 2. Passing it on: examination music in Further Education 3. Researching Pedagogy: questions, methods, conceptual framework and analysis 4. 'Give it a go, then think about it': an inclusive pedagogy in a Special School 5. 'You need to find the slot within the person where the music fits': a social awareness and development pedagogy in a Young Offender's Institution 6. Pedagogic discourses: Disciplinary, Economic, Therapeutic and Critical 7. Creating Happy and Imaginative Musice Environments: music in the early years 8. 'I wish this lesson could just go on and on': the pleasures and challeneges of teaching music in a primary school 9. 'It's not about me': teaching music in a Secondary School. By Donna Cummins, Anna Mariguddi and Susan Weir 10. School music pedagogies: traces of history 11. 'Touching the infinite': Inspiring individuality in a conservatoire environment. By Bethan Garrett 12. Creating communal identity through music: leadership of community choirs 13. Cross-case analysis: How structure and agency shape music pegagogies 14. Using the research to improve practice and argument