Buch, Englisch, 200 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 451 g
Models and Possibilities
Buch, Englisch, 200 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 451 g
ISBN: 978-0-367-20445-7
Verlag: Routledge
The Learner-Centered Music Classroom: Models and Possibilities is a resource for practicing music teachers, providing them with practical ideas and lesson plans for implementing learner-centered pedagogical concepts into their music classrooms. The purpose of this book is to propose a variety of learner-centered models for music teaching and learning through the use of a variety of autoethnographic viewpoints. Nine contributors provide working and concrete examples of learner-centered models from their classrooms. Offering lesson plan ideas in each of these areas, the contributors provide practical approaches for implementation of learner-centered approaches in music instruction across a variety of landscapes.
Learner-centered teaching provides an approach to music education that encourages social, interactive, culturally responsive, creative, peer-based, open-formed, facilitated and democratic learning. Chapter 1 defines the what, why, and perceived benefits of learner-centered approaches in music teaching and learning contexts Chapters 2-10 will include example lesson plans, rubrics, etc. as models for teachers. The contributors to this book suggest that learner-centered approaches, when embedded into the culture and curricular framework of a music classroom, offer exciting approaches for teaching music in ways that are culturally and educationally appropriate in contemporary education.
Zielgruppe
Professional Practice & Development
Autoren/Hrsg.
Weitere Infos & Material
Chapter 1: Learner-Centered Teaching: Alternatives to the established Cultural Norm
Jonathan Kladder, Ithaca College
Chapter 2: The Elementary Music Classroom
Zadda Bazzy, Queens Creek Elementary, North Carolina
Chapter 3: Another View of the Elementary Music Classroom
Christopher Burns, Lakeview Elementary School, Florida
Chapter 4: The Traditional Secondary String Ensemble
Sarah Gulish, Lower Moreland High School, Pennsylvania
Chapter 5: The Traditional Secondary Concert Band
David A. Williams, University of South Florida
Chapter 6: The Traditional Secondary Vocal Ensemble
Radio Cremata, Ithaca College
Chapter 7: The Secondary General Music Classroom
Patrick Cooper, University of South Florida
Chapter 8: The Steel-Pan Ensemble
Anne Fennell, Mission Vista High School, California
Chapter 9: The Non-Traditional Secondary Music Performance Classroom
Jonathan Kladder, Ithaca College
Chapter 10: The Music Technology Class
Nick Stefanic, Dixie Hollins High School, Florida
