Remixing the Classroom: Toward an Open Philosophy of Music Education

Indiana University Press
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In a delightfully self-conscious philosophical "mash-up," Randall Everett Allsup provides alternatives for the traditional master-apprentice teaching model that has characterized music education. By providing examples across the arts and humanities, Allsup promotes a vision of education that is open, changing, and adventurous at heart. He contends that the imperative of growth at the core of all teaching and learning relationships is made richer, though less certain, when it is fused with a student's self-initiated quest. In this way, the formal study of music turns from an education in teacher-directed craft and moves into much larger and more complicated fields of exploration. Through vivid stories and evocative prose, Randall Everett Allsup advocates for an open, quest-driven teaching model that has repercussions for music education and the humanities more generally.
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About the author

Randall Everett Allsup is Associate Professor and Coordinator of Music Education at Teachers College Columbia University. He is past chair of the International Society for the Philosophy of Music Education (ISPME) and the Philosophy Special Research Interest Group (SRIG) of the Music Education Research Council.

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Additional Information

Publisher
Indiana University Press
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Published on
Jun 27, 2016
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Pages
198
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ISBN
9780253021533
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Language
English
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Genres
Music / Instruction & Study / General
Music / Instruction & Study / Theory
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Content Protection
This content is DRM protected.
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Available on Android devices
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Eligible for Family Library

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This book "Becoming a One Person Band" gives advice and tips on how to help a person to go from being a keyboard player (or perhaps other musician) to becoming a one person band of 4 or even as many as 16 instruments.  This approach does require a home recording studio and some information is provided in this book on possible approaches.  However, there are of course many ways to do a home recording studio, and so this book concentrates more on technique and how perhaps to determine what notes or chords to play.


What do you need?  A recording studio of course.  But also a desire to become your own one person band as a hobby or even more than a hobby.  And while a musician who only plays guitar or non keyboards may go a distance into becoming your own band, keyboard background would be even more helpful.  What kind of keyboard background would a person need?  If a person has experience with piano, organ or accordion or simply a modern day keyboard or keyboard controller and has one already, that would be a great start.  Why the emphasis on keyboards?  Modern day midi systems or DAW (Digital Audio Workstations) often take their inputs from keyboards and with that can create many sounds and also sound effects.  Yes, much can be done with guitars and perhaps just writing notes in for other parts, but keyboard experience is a great help.


What talent is needed?  It would be hard for me to define that.  I never felt that I was anything special and yet I have accomplished a number of one person band songs with as many as 15 parts, and also enjoyed doing it.  Of course if you have something of a music and band background and also some music theory background it is of course a big help.  I do wish you the very best in your music endeavor, and hope that this book is at least a little helpful to you and your dreams or hobby.

Ron Plachno (author)

Music, Meaning and Transformation: meaningful music making for life, examines the musical experiences that students find meaningful and the ways in which teachers, parents and community music leaders might provide access to meaningful music education. This is particularly relevant today because school music often fails to provide sustainable access to music making for life, health and wellbeing beyond school. This book seeks to reframe the focus of music education within a pragmatist philosophy and provide a framework that is culturally and chronologically inclusive.

The approach involves an intensely personal music teachers’ journey that privilege the voices of students and teachers of a music making community and sets these against rigorous long termed qualitative methodologies.

Music education is shifting focus away from music as an object and process towards the meaning experienced by the student personally, socially and culturally. This is an important and fundamental issue for the development of philosophy for pre-service and practicing music teachers and community music project leaders. The focus now needs to be upon the 98% who could have music as a significant expressive force in their lives as a means of facilitating social inclusion, for mental health and well being and to have access to the sense of belonging that community music making can bring as a lifelong activity. The book aims to provide a comprehensive guide to music education that leads to a music education for all for life. This book emphasises the maker in context examining: the student as maker, the teacher as builder and designer and the school as village.

The relationship between music making, education and health and well being has been and is the subject of many research projects and national and international reviews. Seldom though in these studies has there been any attempt to identify the qualities of successful and sustainable interactions with music making, the qualities of good teaching and good teaching practice. The focus of this book is to provide simple but effective tools for evaluating and testing the meaning evident in a music-making context, identify the modes of engagement and establish the unique expressive music making needs of twenty first century communities.

For further information see http://savetodisc.net

Fundamentals of Musical Acoustics is a landmark book in its field, hailed for its astonishingly clear, delightfully readable statement of everything of acoustical importance to music-making. Though directed primarily to the music student who is taking an acoustics course, it is essential reading for all musicians, music lovers, and audiophiles eager to expand their musical horizons.
The book deals extensively with the fundamental modes of sound production and with the special sound-producing properties of the musical instruments in common use today — keyboard, string, brass, woodwind, and percussion — as well as the human voice. It further explores the critical roles played by the room and by the hearer's auditory apparatus. The basis of scales and harmony and the craft of instrument makers are also discussed in this masterly text, which includes numerous illustrations, bibliographical information, and a stimulating section of "Examples, Experiments, and Questions" at the end of each chapter. After the original publication of this book, Dr. Benade maintained a detailed set of corrections and revisions that have been incorporated into this second, revised edition.
"Comprehensive . . . rigorous . . . well-organized . . . will surely be the text of choice." — American Scientist
"A remarkable achievement . . . a book on musical acoustics by an acknowledged master of the subject which guides the reader through all the most subtle intricacies of every important family of Western musical instruments with virtually no mathematics . . . Arthur Benade, a professor at Case Western Reserve, has set forth a vast knowledge of musical acoustics so clearly that you can read his book as you would a novel." — The Audio Amateur
"Every chapter contains material not previously covered in books written on musical acoustics." — John T. Scott, Physics Today
"Recommended for music lovers and audiophiles who want to know more about the physics of musical sounds." — Stereo Review
Shape is a concept widely used in talk about music. Musicians in classical, popular, jazz and world musics use it to help them rehearse, teach and think about what they do. Yet why is a word that seems to require something to see or to touch so useful to describe something that sounds? Music and Shape examines numerous aspects of this surprisingly close relationship, with contributions from scholars and musicians, artists, dancers, filmmakers, and synaesthetes. The main chapters are provided by leading scholars from music psychology, music analysis, music therapy, dance, classical, jazz and popular music who examine how shape makes sense in music from their varied points of view. Here we see shape providing a key notion for the teaching and practice of performance nuance or prosody; as a way of making relationships between sound and body movement; as a link between improvisational as well as compositional design and listener response, and between notation, sound and cognition; and as a unimodal quality linked to vitality affects. Reflections from practitioners, between the chapters, offer complementary insights, embracing musical form, performance and composition styles, body movement, rhythm, harmony, timbre, narrative, emotions and feelings, and beginnings and endings. Music and Shape opens up new perspectives on musical performance, music psychology and music analysis, making explicit and open to investigation a vital factor in musical thinking and experience previously viewed merely as a metaphor.
The new edition of The Child as Musician: A Handbook of Musical Development celebrates the richness and diversity of the many different ways in which children can engage in and interact with music. It presents theory - both cutting edge and classic - in an accessible way for readers by surveying research concerned with the development and acquisition of musical skills. The focus is on musical development from conception to late adolescences, although the bulk of the coverage concentrates on the period when children are able to begin formal music instruction (from around age 3) until the final year of formal schooling (around age 18). There are many conceptions of how musical development might take place, just as there are for other disciplines and areas of human potential. Consequently, the publication highlights the diversity in current literature dealing with how we think about and conceptualise children's musical development. Each of the authors has searched for a better and more effective way to explain in their own words and according to their own perspective, the remarkable ways in which children engage with music. In the field of educational psychology there are a number of publications that survey the issues surrounding child and adolescent development. Some of the more innovative present research and theories, and their educational implications, in a style that stresses the fundamental interplay among the biological, environmental, social and cultural influences at each stage of a child's development. Until now, no similar overview has existed for child and adolescent development in the field of music. The Child as Musician addresses this imbalance, and is essential for those in the fields of child development, music education, and music cognition.
Get more out of music with this essential guide

Music Theory For Dummies makes music theory easy to understand, with a friendly, unintimidating overview of everything you need to know to become fluent at knocking out beats, reading musical scores, and learning to anticipate where a song should go—whether you're reading someone else's music or writing your own. Whether you're a music student or a music lover, you'll learn to read, write, and understand music with this informative guide. With expert instruction, you'll put it all together as you compose, arrange, and create original melodies, harmonies, and chords of your own, with helpful tips for performing your pieces in front of an audience. This new third edition presents the most current teaching techniques, the newest music genres and examples, and updated information on all aspects of understanding, creating, and performing music.

Studies have shown that music training improves children's' verbal and spatial abilities, and it's been associated with cognitive and mathematical benefits in adults. The music job market is expected to increase over the coming years, and music theory is becoming an increasingly common part of education at all levels. Music Theory For Dummies provides the instruction you need to get more out of music than you ever thought possible.

Master major and minor scales, intervals, pitches, and clefs Understand basic notation, time signals, tempo, dynamics, and navigation Employ melodies, chords, progressions, and phrases to form music Compose harmonies and accompanying melodies for voice and instruments

Whether you intend to pursue a degree or career in music, or just enjoy listening to it, understanding the theory behind it gives you a whole new appreciation for the artistry and craftsmanship behind the pieces that give you goose bumps. It's a mix of technical skill, inborn talent, and plenty of practice – and now you can try your hand at it, with Music Theory For Dummies.

Music education thrives on philosophical inquiry, the systematic and critical examination of beliefs and assumptions. Yet philosophy, often considered abstract and irrelevant, is often absent from the daily life of music instructors. In The Oxford Handbook of Philosophy in Music Education, editors Wayne D. Bowman and Ana Lucía Frega have drawn together a variety of philosophical perspectives from the profession's most exciting scholars. Rather than relegating philosophical inquiry to moot questions and abstract situations, the contributors to this volume address everyday concerns faced by music educators everywhere, demonstrating that philosophy offers a way of navigating the daily professional life of music education and proving that critical inquiry improves, enriches, and transforms instructional practice for the better. Questioning every musical practice, instructional aim, assumption, and conviction in music education, The Oxford Handbook of Philosophy in Music Education presents new and provocative approaches to the practice of teaching music. Bowman and Frega go deeper than mere advocacy or a single point of view, but rather conceive of philosophy as a dynamic process of debate and reflection that must constantly evolve to meet the shifting landscapes of music education. In place of the definitive answers often associated with philosophical work, Bowman and Frega offer a fascinating cross-section of often-contradictory approaches and viewpoints. By bringing together essays by both established and up-and-coming scholars from six continents, Bowman and Frega go beyond the Western monopoly of philosophical practice and acknowledge the diversity of cultures, instructors, and students who take part in music education. This range of perspectives invites broader participation in music instruction, and presents alternative answers to many of the fields most pressing questions and issues. By acknowledging the inherent plurality of music educational practices, the Handbook opens up the field in new and important ways. Emphasizing clarify, fairness, rigor, and utility above all, The Oxford Handbook of Philosophy in Music Education challenges music educators around the world to make their own decisions and ultimately contribute to the conversation themselves.
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