The Oxford Handbook of Technology and Music Education (eBook, PDF)

Redaktion: Ruthmann, S. Alex; Mantie, Roger

• Format: PDF

Produktbeschreibung

Few aspects of daily existence are untouched by technology. Learning and teaching music are no exceptions and arguably have been impacted as much or more than other areas of life. Digital technologies have come to affect music learning and teaching in profound ways, influencing how we create, listen, share, consume, interact, and conceptualize musical practices and the musical experience. For a discipline as entrenched in tradition as music education, this has brought forth myriad views on what does and should constitute music learning and teaching. To tease out and elucidate some of the salient problems, interests, and issues, The Oxford Handbook of Technology and Music Education critically situates technology in relation to music education from a variety of perspectives: historical; philosophical; socio-cultural; pedagogical; musical; economic; policy, organized around four broad themes: Emergence and Evolution; Locations and Contexts: Social and Cultural Issues; Experiencing, Expressing, Learning and Teaching; and Competence, Credentialing, and Professional Development. Chapters from a highly diverse group of junior and senior scholars provide analyses of technology and music education through intersections of gender, theoretical perspective, geographical distribution, and relationship to the field. The Oxford Handbook of Technology and Music Education's dedication to diversity and forward-facing discussion promotes contrasting perspectives and conversational voices rather than reinforce traditional narratives and prevailing discourses.

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Produktdetails

• Verlag: Oxford University Press
• Seitenzahl: 728
• Erscheinungstermin: 6. Juli 2017
• Englisch
• ISBN-13: 9780199372140
• Artikelnr.: 54556135

Autorenporträt

S. Alex Ruthmann is Associate Professor of Music Education and Music Technology at New York University Steinhardt, Director of the NYU Music Experience Design Lab, and Associate Editor of the Journal of Music, Technology &Education. Roger Mantie is Associate Professor of Music Education at Arizona State University and co-editor of The Oxford Handbook of Music Making and Leisure.

Inhaltsangabe

* CONTENTS
* Foreword - Peter Webster and David B. Williams
* Introduction - Roger Mantie and Alex Ruthmann
* SECTION 1: EMERGENCE AND EVOLUTION
* What constitutes a technology in music and music education?
* In what ways as technology been used, and how has technology affected
music education in different times and places?
* Core Perspectives 1A
* 1. Thinking about Music and Technology
* Roger Mantie
* 2. Technology in Music and Music Education in England
* and Across Europe
* Marina Gall
* Further Perspectives 1A
* 3. Savoring the Artistic Experience in an Age of Commodification
* Chee Hoo Lum
* 4. Music Technology in Ethnomusicology
* Gabriel Solis
* 5. The Role of "Place" and Context
* Janice Waldron
* 6. Slow Music
* Rena Upitis
* 7. Then and Now
* David A. Williams
* How have music educators negotiated the role of technology within the
broader terrain of educational policy and practice?
* What is the role and what are the effects of commerce and industry on
learning, teaching, and technology within schools?
* Core Perspectives 1B
* 8. Globalization and Technology in 21st Century Education
* Samuel Leong
* 9. Technology in the Music Classroom in Greece
* Smaragda Chrysostomu
* Further Perspectives 1B
* 10. Building a Broad view of Technology in Music Teacher Education
* Heidi Partti
* 11. Technology in the Music Classroom in Kenya
* Emily Akuno
* 12. Pondering an End to Technology in Music Education
* Joe Pignato
* 13. A Software Creator's Perspective
* Joe Berkovitz
* 14. Where Might We Be Going?
* Jonathan Savage
* 15. Loaded Questions for an Emerging World
* John-Morgan Bush
* 16. Music Learning in Music Education
* Jason Chen
* SECTION 2: LOCATIONS AND CONTEXTS: SOCIAL AND CULTURAL ISSUES
* What are the impacts of technology (positive and negative) on
different communities, socio-economic areas, and parts of the World?
* What can be done to mitigate the negative effects of technology while
accentuating the positive?
* Core Perspectives 2A
* 17. Critical Perspectives from Africa
* Benon Kigozi
* 18. Interest-driven Music Education
* Kylie Peppler
* 19. Situating Technology Within and Without Music Education
* Joe Pignato
* Further Perspectives 2A
* 20. Human Potential, Technology and Music Education
* Smaragda Chrysostomu
* 21. "Placing" Technology within Music Education Communities
* Ailbhe Kenny
* 22. The Promise and Pitfalls of the Digital Studio
* Ethan Hein
* 23. Musicking and Technology in Sweden
* Bo Nilsson
* 24. Exploring Intersections of Technology and Music Education
* Gillian Howell
* How are technology and music technology changing use? How are we
changing technology?
* How are music educators responding to social, cultural, and economic
issues? How should they?
* Core Perspectives 2B
* 25. Pedagogical Fundamentalism to Radical Pedagogy in Music Education
* Heidi Partti
* 26. Society, Schools, and Music Learning
* Valerie Peters
* 27. Locating Technology within Music Education
* Evan Tobias
* Further Perspectives 2B
* 28. Technology in Perspective: Who is in Control?
* Patricia Gonzales
* 29. The Curious Musician
* Leah Kardos
* 30. On Becoming Musical: Technology, Possibilities and Transformation
* Gena Greher
* 31. The Role of Music in Public Health Education
* Carlos Chirinos
* 32. Thinking and Talking about Change in Music Education
* Roger Mantie
* 33. A Sociological Perspective on Technology in Music Education
* Ruth Wright
* SECTION 3: EXPERIENCING, EXPRESSING, LEARNING, AND TEACHING
* What are the ramifications of technological change on music teaching
and learning in the classroom? What can technology do for music
education?
* In what ways has technology forced us to re-evaluate definitions of
musicality? Of musicianship? Of who is and is not a musician?
* In what ways has technology transformed our understandings of
creativity? What are some of the untapped potentials in this area?
* Core Perspectives 3A
* 34. Power and Choice in the Teaching and Learning of Music
* Chee-Hoo Lum
* 35. Music Fluency for Music Creation and Composition
* Barbara Freedman
* 36. Playing (in) the Digital Studio
* Ethan Hein
* Further Perspectives 3A
* 37. Considering Music Technology and Literacy
* Jay Dorfman
* 38. Technology and Collaboration for People with Significant
Disabilities
* Donald DeVito
* 39. Prosumer Learners and Digital Arts Pedagogy
* Samuel Leong
* 40. A Pluralist Approach to Music Education
* James Humberstone
* 41. Augmenting Music Teaching and Learning with Technology and
Digital Media
* Evan Tobias
* 42. Possibilities for Inclusion with Music Technologies
* Deborah Vanderlinde
* What are examples of effective uses of technology? Under what
conditions might technology be inappropriate or ineffectice?
* What are familiar challenges to implementation and what strategies
have thus far proven effective?
* Are there limits to what technology affords?
* Core Perspectives 3B
* 43. Limitations of Technology in Community Music
* Gillian Howell
* 44. Meaningful and Relevant Technology Integration
* Michael Medvinsky
* 45. The Convergence of Networked Technologies in Music
* Teaching and Learning.
* Janice Waldron
* Further Perspectives 3B
* 46. Narcissim, Romanticism, and Technology
* Evangelos Himonides
* 47. Pedagogical Decision Making
* Ryan Bledsoe
* 48. Equity and Access in Out-of-School Music Making
* Kylie Peppler
* 49. Technology, Sound, and the Tuning of Place
* Sandy Stauffer
* SECTION 4: COMPETENCE, CREDENTIALING, AND PROFESSIONAL DEVELOPMENT
* Should music technology be taught as an independent subject, or
should it serve existing curriculum and instruction? How might
technology best serve the needs of students and teachers?
* How can music educators develop and maintain skills beyond their
teacher education programs?
* What sorts of canonized practices have emerged, and how might these
impact on music teacher education?
* Core Perspectives 4A
* 50. Traditions and Ways Forward in the United States
* Jay Dorfman
* 51. Technology and Invisibility in Music Teacher Education
* Gena Greher
* 52. Authentic Approaches to Music Education with Technology
* Jonathan Savage
* Further Perspectives 4A
* 53. Technology in Music Initial Teacher Education
* Marina Gall
* 54. Using Mobile Technologies and Problem-Seeking Pedagogies to
Bridge Universities and Workplaces
* Julie Ballantyne
* 55. Applications of Technology in Music Education from Selected
Countries
* Benon Kigozi
* 56. Defining and Acknowledging Music Education Technology in Music
Teacher Training
* Lauri Väkevä
* 57. Learner Engagement and Technology Integration
* Michael Medvinsky
* What are the ramifications of technology and technological change on
music teacher education programs?
* What tensions exist in terms of credentialing and accreditation?
Whose responsibility is it for professional development and
certification?
* Core Perspectives 4B
* 58. Faculty Development in and through the Use of ICT
* Patricia Gonzalez
* 59. Educators' Roles and Professional Development
* Evangelos Himonides
* 60. Music Technology Pedagogy and Curricula
* David A. Williams
* Further Perspectives 4B
* 61. Why Isn't Music Education in the US more 21st Century PC?
* Barbara Freedman
* 62. Generating Intersections between Music and Technology
* Matthew Hitchcock
* 63. Preparing for Change and Uncertainty
* Valerie Peters