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Compassionate Music Teaching
Compassionate Music Teaching provides a framework for music teaching in the 21st century by outlining qualities, skills, and approaches to meet the needs of a unique and increasingly diverse generation of students. The text focuses on how six qualities of compassion (trust, empathy, patience, inclusion, community, and authentic connection) have made an impact in human lives, and how these qualities might relate to the practices of caring and committed music teachers. This book bridges the worlds of research and practice, discussing cutting-edge topics while also offering practical strategies that can be used immediately in music studios and classrooms. Each chapter is addressed from multiple...
Daring to Care with Music Education
Daring to Care with Music Education offers a practical resource and reflective guide for music educators seeking to support their students' motivation and musicianship through intentional connection and care. As an instrumental clinician and the editor of The Oxford Handbook of Care in Music Education (2023), Karin S. Hendricks provides research-based strategies for music teachers to strengthen their pedagogy and their students' success. Drawing on the work of more than seventy music teachers and scholars, this book considers a variety of topics including the role of care in music teaching, effective and appropriate forms of care, co-creating caring relationships, caring and musical developm...
Peer Mentoring in Music Education
Peer Mentoring in Music Education: Developing Effective Student Leadership offers a practical guide to peer mentoring in music education, enabling music teachers to implement and benefit from this technique with their students. Drawing on extensive and current research in education and music education, the core focus of this book is on the instructional practice of peer mentoring and how students can become effective leaders. Through case studies and examples focused on music education, the author shows how peer mentoring can transform learning for all students and foster student leadership as part of a student-centered instructional approach. Part I explores the foundations of these instruc...
Marginalized Voices in Music Education
Marginalized Voices in Music Education explores the American culture of music teachers by looking at marginalization and privilege in music education as a means to critique prevailing assumptions and paradigms. In fifteen contributed essays, authors set out to expand notions of who we believe we are as music educators -- and who we want to become. This book is a collection of perspectives by some of the leading and emerging thinkers in the profession, and identifies cases of individuals or groups who had experienced marginalization. It shares the diverse stories in a struggle for inclusion, with the goal to begin or expand conversation in undergraduate and graduate courses in music teacher education. Through the telling of these stores, authors hope to recast music education as fertile ground for transformation, experimentation and renewal.
Music Education in Times of Eco-Social Crisis
This book explores how music education can remain relevant in an era of multiple environmental crises that threaten human thriving and life on a planetary scale. The author argues that music educators must join with educators in other fields to deconstruct unsustainable ideologies and replace them with sustainable curricular practices, while focusing music learning on the project of fostering hope, healing, resilience, justice, and community cohesion. Drawing on the perspectives of radical ecopsychology, ecojustice, and ecofeminism, this book considers how music education can address the emotional and spiritual dimensions of coping with environmental crises. Offering a critique of the compartmentalized nature of current educational practices and envisioning a new approach to music learning that can help teachers and students heal the bifurcations between the psyche, nature, and society at the root of the environmental crises, this book is essential reading for scholars of music and arts education as well as graduate students and educators.
Trauma-Informed Pedagogy and the Post-Secondary Music Class
Trauma-Informed Pedagogy and the Post-Secondary Music Class explores the theory and practice of teaching and learning in a traumatized world and aims to support instructors in guiding students and walking with them through challenges that impact learning. With analysis contextualized within definitions of trauma, critical theoretical trauma studies, and clinical understandings of the causes and effects of trauma on the brain and nervous system, the book offers ways to empower faculty and students to build classrooms where it is safe enough to address the stress and trauma of learning. Bringing together a unique multidisciplinary group of contributors, this book includes perspectives from bot...
Values and Music Education
What values should form the foundation of music education? And once we decide on those values, how do we ensure we are acting on them? In Values and Music Education, esteemed author Estelle R. Jorgensen explores how values apply to the practice of music education. We may declare values, but they can be hard to see in action. Jorgensen examines nine quartets of related values and offers readers a roadmap for thinking constructively and critically about the values they hold. In doing so, she takes a broad view of both music and education while drawing on a wide sweep of multidisciplinary literature. Not only does Jorgensen demonstrate an analytical and dialectical philosophical approach to examining values, but she also seeks to show how theoretical and practical issues are interconnected. An important addition to the field of music education, Values and Music Education highlights values that have been forgotten or marginalized, underscores those that seem perennial, and illustrates how values can be double-edged swords.
The Oxford Handbook of Care in Music Education
"The Oxford Handbook of Care in Music Education addresses ways in which music teachers and students interact as co-learners and forge authentic relationships with one another through shared music-making. Concepts of care addressed in this Handbook stem from philosophies of relationship, feminist ethics, musical meaningfulness, and compassionate music teaching. Authors highlight the essence of authentic relationships and shared experiences between teachers and learners, extending previous conceptions of care to meet the needs of contemporary music learners and the teachers who care for, about, and with them. Handbook authors offer approaches to care that intersect with a broad range of topics...
Pedagogies of Kindness and Respect
Pedagogies of Kindness and Respect presents a wide variety of concepts from scholars and practitioners who discuss pedagogies of kindness, an alternative to the «no excuses» ideology now dominating the way that children are raised and educated in the U.S. today. The fields of education, and especially early childhood education, include some histories and perspectives that treat those who are younger with kindness and respect. This book demonstrates an informed awareness of this history and the ways that old and new ideas can counter current conditions that are harmful to both those who are younger and those who are older, while avoiding the reconstitution of the romantic, innocent child wh...
Narratives and Reflections in Music Education
This volume offers chapters written by some of the most respected narrative and qualitative inquiry writers in the field of music education. The authorship and scope are international, and the chapters advance the philosophical, theoretical, and methodological bases of narrative inquiry in music education and the arts. The book contains two sections, each with a specific aim. The first is to continue and expand upon dialogue regarding narrative inquiry in music education, emphasizing how narrative involves the art of listening to and hearing others whose voices are often unheard. The chapters invite music teachers and scholars to experience and confront music education stories from multiple perspectives and worldviews, inviting an international readership to engage in critical dialogue with and about marginalized voices in music. The second section focuses on ways in which narrative might be represented beyond the printed page, such as with music, film, photography, and performative pieces. This section includes philosophical discussions about arts-based and aesthetic inquiry, as well as examples of such work.
