"Music education today requires an approach rooted in care and kindness that coexists alongside the dismantling of systems that fail to serve students, teachers, or their goals in music. The editors of this volume curate essays that use a broad definition of care pedagogy, one informed by interdisciplinary scholarship and aimed at providing practical strategies for bringing transformative learning and engaged pedagogies to music classrooms. The contributors draw from personal experience to address issues including radical kindness through universal design; listening to non-human musicality;…mehr
"Music education today requires an approach rooted in care and kindness that coexists alongside the dismantling of systems that fail to serve students, teachers, or their goals in music. The editors of this volume curate essays that use a broad definition of care pedagogy, one informed by interdisciplinary scholarship and aimed at providing practical strategies for bringing transformative learning and engaged pedagogies to music classrooms. The contributors draw from personal experience to address issues including radical kindness through universal design; listening to non-human musicality; public musicology as a forum for social justice discourse; and radical approaches to teaching about race through music. But, as the essayists show, the structural aspects of music study in higher education present obstacles to caring and kindness like the entrenched master-student model, the valorization of physical pain and stress, and classical music's white patriarchal history"--
Colleen Renihan is an associate professor and Queen’s National Scholar in Music Theatre and Opera at Queen’s University. She is and the author of The Operatic Archive: American Opera as History. John Spilker is an associate professor of music at Nebraska Wesleyan University. Trudi Wright is an associate professor of music and director of the music program at Regis University.
Inhaltsangabe
Foreword William Cheng Introduction: Radical Care Colleen Renihan, John Spilker, Trudi Wright Part I. The Heart of Curricular Interventions Chapter 1. Re-Enchanting Music History Sara Haefeli Chapter 2. Teaching Approaches to Race Through Music: A Timely Example from the American South Molly M. Breckling Chapter 3. Empathy in Opera Colleen Renihan Chapter 4. Integrating Wellbeing and Intersectional Equity Across a Revised Music History and Culture Curriculum John Spilker Chapter 5. Care, Carefully: Caring for the Whole Student from Recruitment through Retention Frederick A. Peterbark Chapter 6. Kindness as Universal Design: Rethinking the College Music Classroom from Within Stephanie Jensen-Moulton Part II. Unmeasured Pedagogical Horizons Chapter 7. Connecting Students and Artistic Communities: Understanding Agency, Fostering Empathy, and Expanding Representation in the Classroom Mark Katz Chapter 8. Towards Socially Responsible Music History Pedagogy: A Rant, Some Theories and A Few Resources Eric Hung Chapter 9. Public Musicology as Care, or How Should We Respond When the Duke of Mantua Tells Us That All Women Are Fickle? William A. Everett and Matteo Magarotto Chapter 10. Listening with Care to Nonhuman Musicality and Material Culture Kate Galloway Part III. Self-Care, the Root of Teaching Chapter 11. Curriculum Changing Culture: Improving the Mental Health of University Music Students Nathan A. Langfitt Chapter 12. Teaching the First-Generation College Student in the Music History Classroom: A Student-to-Professor Perspective Reba A. Wissner Chapter 13. New Waters in Music: Recognizing and Processing Trauma While Trying to Diversify a School of Music’s Curriculum Offerings Amanda Christina Soto Chapter 14. Lessons in Student- and Self-Care from Trauma: A Personal Narrative Laura Moore Pruett Chapter 15. Mental Health and the Pedagogy of Self-Disclosure Mary Natvig Chapter 16. Modeling Cura Personalis: Caring for Our Students and Ourselves Trudi Wright Epilogue: Care for Now Colleen Renihan, John Spilker, Trudi Wright Contributors Index
Foreword William Cheng Introduction: Radical Care Colleen Renihan, John Spilker, Trudi Wright Part I. The Heart of Curricular Interventions Chapter 1. Re-Enchanting Music History Sara Haefeli Chapter 2. Teaching Approaches to Race Through Music: A Timely Example from the American South Molly M. Breckling Chapter 3. Empathy in Opera Colleen Renihan Chapter 4. Integrating Wellbeing and Intersectional Equity Across a Revised Music History and Culture Curriculum John Spilker Chapter 5. Care, Carefully: Caring for the Whole Student from Recruitment through Retention Frederick A. Peterbark Chapter 6. Kindness as Universal Design: Rethinking the College Music Classroom from Within Stephanie Jensen-Moulton Part II. Unmeasured Pedagogical Horizons Chapter 7. Connecting Students and Artistic Communities: Understanding Agency, Fostering Empathy, and Expanding Representation in the Classroom Mark Katz Chapter 8. Towards Socially Responsible Music History Pedagogy: A Rant, Some Theories and A Few Resources Eric Hung Chapter 9. Public Musicology as Care, or How Should We Respond When the Duke of Mantua Tells Us That All Women Are Fickle? William A. Everett and Matteo Magarotto Chapter 10. Listening with Care to Nonhuman Musicality and Material Culture Kate Galloway Part III. Self-Care, the Root of Teaching Chapter 11. Curriculum Changing Culture: Improving the Mental Health of University Music Students Nathan A. Langfitt Chapter 12. Teaching the First-Generation College Student in the Music History Classroom: A Student-to-Professor Perspective Reba A. Wissner Chapter 13. New Waters in Music: Recognizing and Processing Trauma While Trying to Diversify a School of Music’s Curriculum Offerings Amanda Christina Soto Chapter 14. Lessons in Student- and Self-Care from Trauma: A Personal Narrative Laura Moore Pruett Chapter 15. Mental Health and the Pedagogy of Self-Disclosure Mary Natvig Chapter 16. Modeling Cura Personalis: Caring for Our Students and Ourselves Trudi Wright Epilogue: Care for Now Colleen Renihan, John Spilker, Trudi Wright Contributors Index
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