Debates in Music Teaching encourages both graduate and postgraduate students and practising teachers to engage with contemporary issues and developments in music education. It introduces a critical approach to the central concepts and practices that have influenced major interventions and initiatives in music teaching and supports the development of new ways of looking at ideas around teaching and learning in music.
Bringing together leading international experts, the chapters consider key issues in music education alongside reflective questions to help shape research and writing. This second edition has been fully updated to reflect the latest debates in the field including:
- the justification for music in the school curriculum
- music education and cognitive psychology
- the nature of musical knowledge
- addressing decolonisation
- partnerships in music education
- the nature of musical development
- social justice and music education
- the place of diverse musical genres and traditions in the music curriculum
- pedagogies of composing
- environmentally sustainable practices for teaching music with technology
- the professional journeys and identity of music teachers
Written to help readers to form their own personal philosophy of music education and stimulate critical and creative thinking, Debates in Music Teaching is essential reading for all student and practising music teachers.
Debates in Music Teaching encourages both graduate and postgraduate students and practising teachers to engage with contemporary issues and developments in music education.
Part 1 Philosophical, musicological, and epistemological foundations
1. What can a reflexive teacher learn from philosophies of music education?
Towards a responsible personal philosophy
Heidi Westerlund
2. The justification for music in the curriculum
Chris Philpott
3. Why knowledge matters in music education: a social realist explanation
Graham McPhail
4. Creativity, culture, and the practice of music education
John Finney
5. Reframing music education through the lens of musical vulnerability
Elizabeth MacGregor
Part 2 Policy, politics, and ideology
6. Policy into practice: re-centring critical thinking and collaboration
Ann-Marie Argyropulo-Palmer and Martin Fautley
7. From epistemic injustice towards epistemic agency in the music classroom
Gary Spruce
8. Addressing colonialism in music education cultural humility as a way
forward
Beth Tuinstra
9. Music education and cognitive psychology: a critical perspective
Susan Young
Part 3 Curriculum, progression, and musical development
10. A music curriculum renewed: classroom curriculum models of constraint or
liberation?
Anthony Anderson
11. Musical meaning as powerful knowledge
Chris Philpott
12. Conceptions of childrens musical development
Susan Young
Part 4 Pedagogy and assessment
13. Assessment and pedagogy
Nikki Booth and Martin Fautley
14. Performing: identity, ideology, and pedagogy in the music classroom
James Leveridge and Chris Philpott
15. Pedagogies of composing
Kirsty Devaney
16. Musical knowledge, critical consciousness, and critical thinking
Gary Spruce
17. Music education in Pupil Referral Units
Phil Mullen
18. Co-constructing learning cultures within music education partnerships
Emma Nenadic
Part 5 Emerging perspectives
19. (Re)hearing and (re)seeing what happens in music education: re-storying
music education with posthumanism
Carolyn Cooke
20. Towards environmentally sustainable practices for teaching music with
technology
Ross Purves and Evangelos Himonides
21. The professional journeys of music teachers
Anna Mariguddi
Chris Philpott is an emeritus reader in Music Education at the University of Greenwich, United Kingdom.
Gary Spruce is a visiting lecturer in Music Education at Birmingham City University, United Kingdom.
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