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What's So Important About Music Education? presents a new philosophy of music education for the United States, rooted in history and current perspectives from ethnomusicology. J. Scott Goble explores the societal effects of the nation's foundations in democracy and capitalism, the constitutional separation of church and state, and the rise of recording, broadcast, and computer technologies. He shows how these and other factors have brought about changes in the ways music teachers and concerned others have conceptualized music and its importance in education. In demonstrating how many of the personal and societal benefits of musical engagement have come to be obscured in the nation's increasingly diverse public forum, Goble argues for the importance of musical engagement in human life and for the importance of music in education. An ideal text for courses in music education foundations, the book concludes with recommendations for teaching the musical practices of the nation's cultural communities in schools in terms of their respective cultural meanings.

Tabla de contenidos provista por Syndetics

• List of Figures(p. xi)
• Acknowledgments(p. xiii)
• 1 Music as an Academic Subject in the Public Schools of the United States: An Inherent Cultural Tension(p. 1)
• 2 "Culture," "Worldview," and Pragmatism: The Philosophy and Semiotic of Charles Sanders Peirce(p. 14)
• 3 A Pragmatic Conception of Musical Practices: "Music" as a Sign of Worldview(p. 45)
• 4 Conceptions of Music in the United States(p. 111)
• 5 A Brief Historical Survey of Concepts of Music in Music Education in the United States(p. 158)
• 6 Community, Autonomy, and Music Education in the Postmodern United States: Summary and Recommendations(p. 248)
• Notes(p. 281)
• References(p. 315)
• Index(p. 329)

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CHOICE Review

Presently co-chair of the International Society for Music Education Commission on Policy: Culture, Education, and Media, Goble (Univ. of British Columbia, Canada) provides a philosophical, historical, pragmatic study of the public school music curriculum as it relates to the new diverse student population. In response to educators in communities with more cultural diversity and inconsistent support for a global music curriculum, Goble encourages curricular goals that emphasize "culturally inclusive" music and discusses "intracultural effects" of music making. The author includes in his discussion of culture and curriculum the need for a practical worldview of musical practices and how that worldview relates to psychology, physiology, and sociology. He encourages individual music educators to find a "musical practice of their own." This resource gives readers a perspective on the development of past curricula and provides them with guidance going forward. Summing Up: Recommended. Graduate students, researchers, and professionals. V. S. Xenakis State University of New York College at Cortland

Notas de autor provistas por Syndetics

J. Scott Goble is a musician, teacher, scholar, and conductor who has presented lectures, classes, and workshops and conducted choirs and orchestras throughout North America. He is Associate Professor of Music Education at the University of British Columbia.