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Re-Imagining Curricula in Global Times

A Music Education Perspective

  • Book
  • © 2023

Overview

Authors:
  1. Jennifer M. Mellizo

    1. University of Wyoming Laboratory School, Laramie, USA

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  • Provides a new spin on issues such as cultural diversity, social justice, and equity in music education
  • Proposes a developmental approach to cultivating adolescent intercultural sensitivity through music
  • Appeals to practicing music educators because it presents clear, concrete

Part of the book series: Global Perspectives on Adolescence and Education (GLAE, volume 4)

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About this book

Through this book, the author examines the role of music education within the larger global education movement. Specifically, the author argues music education has unique potential to foster positive global identity and to promote higher levels of intercultural sensitivity during adolescence.

Music educators can use the framework in this book to craft lessons that will help their adolescent students develop positive global identities as they progress towards higher levels of intercultural sensitivity within the context of musical learning experiences. The book also offers a framework that can help practicing and pre-service music educators to engage in the type of cultural and musical self-reflection needed to resist deeply engrained hegemonic tendencies. As such, more students have access to an inclusive, flexible, and meaningful musical education.

Within the final two chapters, the author proposes - and provides concrete examples of - a new curricular planning strategy for music educators which synthesizes the information presented in the preceding chapters and provides a concrete vision for (re)imagining music education as global education.



Keywords

Table of contents (7 chapters)

  1. Front Matter

    Pages i-viii
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  2. Theoretical Foundations

    1. Front Matter

      Pages 1-1
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    2. Changing Curricula for Global Times: Why Music?

      • Jennifer M. Mellizo
      Pages 3-19

    3. Cultivating Global Dispositions by Considering Intercultural Sensitivity

      • Jennifer M. Mellizo
      Pages 21-36

    4. Understanding Systemic Ethnocentrism in Music Education

      • Jennifer M. Mellizo
      Pages 37-56

  3. Practical Applications

    1. Front Matter

      Pages 57-57
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    2. Making Music Education Interculturally Sensitive: A Developmental Approach

      • Jennifer M. Mellizo
      Pages 59-81

    3. Educator-Level Applications of the DMIS in Music Education

      • Jennifer M. Mellizo
      Pages 83-104

    4. Classroom-Level Applications of the DMIS in Music Education

      • Jennifer M. Mellizo
      Pages 105-122

    5. Music Education as Global Education: An Autoethnographic Reflection

      • Jennifer M. Mellizo
      Pages 123-149

  4. Back Matter

    Pages 151-153
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Authors and Affiliations

  • University of Wyoming Laboratory School, Laramie, USA

    Jennifer M. Mellizo

About the author

Dr. Jennifer Mellizo has been teaching K-8th grade music at the University of Wyoming Laboratory School in Laramie, WY, USA for the past 22 years. She was named a Wyoming Arch Coal Teacher of the Year in 2014, the Albany County School District Teacher of the Year in 2016, and was a 2021 U.S. Fulbright Scholar to Spain. Jennifer is currently a member of the editorial board for the Journal of General Music Education and publishes research and practical articles in journals such as Music Educators Journal, Music Education Research, the International Journal of Music Education, and Arts Education Policy Review. She is also a frequent presenter at regional, national, and international conferences. In addition to her research and teaching duties, Jennifer writes interdisciplinary educational materials for Smithsonian Folkways Recordings.

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