Bøger i Landscapes: the Arts, Aesthetics, and Education serien

This text asserts that an understanding of our musical worlds can be a transformative educational tool that can play a key role in multicultural music and arts education. It includes three personal narratives by musicians and comments from invited scholars.

This book focuses on the traumatic experiences within and through music that individuals and collectives face, while considering ways in which they (re)engage with their traumas in educational settings. The chapters delve into the physical, psychological, philosophical, sociological, and political aspects, as they relate to the reciprocal influences of trauma on musical practices and education. Readers are immersed in topics related to societal violence, physical injuries, grief, separation, loss, death, and ways of working through these in educational and artistic situations. In the introductory chapter, the co-editors draw attention to theoretical matters related to trauma through narrative inquiry in music education. The first section of the book, Separation Revisited, brings together notions of separation, focusing on how loss is emotionally and physically manifested when death, grief, and bodily injury are experienced. In the second section, (Re)Engaging with Lostand Found, readers are encouraged to imagine new possibilities considering trauma and loss in educational and musical spaces. These pieces offer deliberate ruminations moving the discourse toward (re)engagement in and through music education and artistic contexts. The co-editors conclude the book by drawing attention to narrative inquiry¿s double-edged nature in stories of trauma and how the retelling of lost and found narratives offers a way to imagine lives otherwise¿lives not smothered by grief and horror¿through the conceivable reliving of unfathomable stories of experience. This book emerges from the 7th International Conference on Narrative Inquiry in Music Education (NIME7), October 2020, co-hosted by Brock University, Faculty of Education and the University of Toronto, Faculty of Music, Ontario, Canada.

This book offers insights into the exciting dynamics permeating creative arts education in the Greater China region, focusing on the challenges of forging a future that would not reject, but be enriched by its Confucian and colonial past.

This book thoroughly explains why young people (ages 14-25) do or do not attend theatre into adulthood by delineating how three inter-linked factors-literacy, confidence, and etiquette-influence their decisions.

This book fills a gap in the literature of 21st century international visual arts education by providing a structured approach to understanding the benefits of Philosophical Realism in art education, an approach that has received little international attention until now.

Each section is preceded by an introduction and the author has written a post scriptum for each article to offer a commentary or response to the article from the current perspective.

This volume offers educators, higher education institutions, communities and organizations critical understandings and resources that can underpin respectful, reciprocal and transformative educative relationships with First Peoples internationally. With a focus on service learning, each chapter provides concrete examples of how arts-based, community-led projects can enhance and support the quality and sustainability of First Peoples¿ cultural content in higher education. In partnership with communities across Australia, Aotearoa New Zealand, Canada and the United States, contributors reflect on diverse projects and activities, offer rich and engaging first-hand accounts of student, community and staff experiences, share recommendations for arts-based service learning projects and outline future directions in the field.

The contributors explore from various angles the relationship between the pressure on music education and the foundations of our technical and rationalized modern society and lead the way on the indispensable first steps towards reconnecting the cultural practices of education with music and its valuable contributions to personal development.

"Since singing is so good a thing,I wish all men would learne to sing" (William Byrd, 1588)Over the centuries, there has been reluctance among boys and men to become involved in some forms of singing.

Assessment in Music Education: from Policy to Practice

Young Audiences, Theatre and the Cultural Conversation

This book aims to define new theoretical, practical, and methodological directions in educational research centered on the role of the body in teaching and learning.

This detailed, intimate volume tells the story of the world's largest musical competition, Japan's All-Japan Association contest, which has over 500,000 participants. It also examines music pedagogy in Japan and explores its influence on cultural identity.

"Since singing is so good a thing,I wish all men would learne to sing" (William Byrd, 1588)Over the centuries, there has been reluctance among boys and men to become involved in some forms of singing.

'Here's a knocking indeed!' says the Porter in Shakespeare's Scottish play (Act II, Scene 3) and immediately puts himself into role in order to deal with the demands of such an early call after a late night of drinking and carousal: 'If a man were porter of hell-gate...'.

'Here's a knocking indeed!' says the Porter in Shakespeare's Scottish play (Act II, Scene 3) and immediately puts himself into role in order to deal with the demands of such an early call after a late night of drinking and carousal: 'If a man were porter of hell-gate...'.

Teaching Singing in the 21st Century

Based on topics that frame the debate about the future of professional music education, this book explores the issues that music teachers must confront in a rapidly shifting educational landscape.

This book explores reflective practice as a source and resource for teaching, learning and research in Art and Design, Dance, Drama and Music. Many of the authors are both arts educators and researchers who reflect current trends in arts education, and consider the relationships between teachers, artists and learners across disciplines.

This book is a journey into the dual territory of educational and theatrical settings. It is an attempt to bring intellectual rigor and some theoretical perspectives drawn from recent theatre and aesthetic theory to the field of theatre for young people.

This book explores reflective practice as a source and resource for teaching, learning and research in Art and Design, Dance, Drama and Music. Many of the authors are both arts educators and researchers who reflect current trends in arts education, and consider the relationships between teachers, artists and learners across disciplines.

This book aims to define new theoretical, practical, and methodological directions in educational research centered on the role of the body in teaching and learning.

Based on topics that frame the debate about the future of professional music education, this book explores the issues that music teachers must confront in a rapidly shifting educational landscape.

This volume looks forward and re-examines present day education and pedagogical practices in music and dance in the diverse cultural environments found in Oceania.

Distinctive and unique in its approach, this book opens up art education to the broader field of social enquiry into practice, subjectivity and identity. It draws upon important developments in contemporary philosophy and the social sciences and applies this to the professional field of art in education.

Researching Visual Arts Education in Museums and Galleries brings together case studies from Europe, Asia and North America, in a way that will lay a foundation for international co-operation in the future development and communication of practice-based research.

Researching Visual Arts Education in Museums and Galleries brings together case studies from Europe, Asia and North America, in a way that will lay a foundation for international co-operation in the future development and communication of practice-based research.

This book offers insights into the exciting dynamics permeating creative arts education in the Greater China region, focusing on the challenges of forging a future that would not reject, but be enriched by its Confucian and colonial past.

This volume is an innovative collection that transcends national boundaries and provides new knowledge about approaches to research and research education in music. The collection brings together leading thinkers and practitioners in music research from Europe, Asia, North America and Australia.