000			05725nam a2200361 i 4500
008			110714s2012 enka b 001 0 eng
010			_a2011030063
020			_a9780195394733
020			_a0195394739
035			_a(OCoLC)741416611
040			_aDLC _cDLC _dBTCTA _dBDX _dIAD _dYDXCP _dBWX _dERASA _dKSU _dCDX _dIG# _dTLE _dLMR _dSTF _dOCLCO _dWSL _dICW _dOTC
049			_aBAUN_MERKEZ
050	0	4	_aMT1 _b.O94 2012
082	0	0	_223
245	0	4	_aThe Oxford handbook of philosophy in music education / _cedited by Wayne D. Bowman and Ana Lucía Frega.
264		1	_aOxford ; _aNew York : _bOxford University Press, _c[2012]
264		4	_c©2012
300			_axiv, 522 pages : _billustrations ; _c26 cm.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
490	1		_aOxford handbooks
504			_aIncludes bibliographical references and index.
505	0	0	_tWhat should the music education profession expect of philosophy? / _rWayne Bowman and Ana Lucía Frega -- _tRethinking philosophy, re-viewing musical-emotional experiences / _rDavid J. Elliott and Marissa Silverman -- _tVoicing imbas : performing a philosophy of music education / _rHelen Phelan -- _tPhilosophy of music education as art of life : a Deweyan view / _rLauri Väkevä -- _tUncomfortable with immanence : the nature and value of music and music education as singular or supplemental / _rBennett Reimer -- _tLearning to live music : musical education as the cultivation of a relationship between self and sound / _rRandall Pabich -- _tThe grain of the music : does music education "mean" something in Japan? / _rTadahiko Imada -- _tMusical education : from identity to becoming / _rMichael Szekely -- _tTeaching practices in Persian art music / _rErum Naqvi -- _tUnderstanding music's therapeutic efficacy : implications for music education / _rDiane Thram -- _tThe impossible profession / _rChris Higgins -- _tEducation in Latin American music schools : a philosophical perspective / _rLuis Alfonso Estrada Rodríguez -- _tMust music education have an aim? / _rV.A. Howard -- _tCultivating virtuous character : the Chinese traditional perspective of music education / _rYuhwen Wang -- _tEthical dimensions of school-based music education / _rThomas A. Regelski -- _tEngaging student ownership of musical ideas / _rHarold Fiske -- _tUnderstanding music as the philosophical focus of music education / _rKeith Swanwick -- _tMusical heuristics : contributions to the understanding of musical creative processes / _rRicardo Mandolini -- _tNurturing the songcatchers : philosophical issues in the teaching of music composition / _rJohn Kratus -- _tAvoiding the dangers of postmodern nihilist curricula in music education / _rRobert Walker -- _tGood for what, good for whom? : decolonizing music education philosophies / _rDeborah Bradley -- _tPlace, music education, and the practice and pedagogy of philosophy / _rSandra Stauffer -- _tOn informalities in music education / _rEstelle R. Jorgensen -- _tMusic education for "all my relations" / _rCharlene A. Morton -- _tBut is it philosophy? / _rWayne Bowman and Ana Lucía Frega.
520			_aMusic 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 Educationwill challenge music educators all over the world to make their own decisions and ultimately contribute to the conversation themselves [Publisher description]
650		0	_aMusic _xInstruction and study _xPhilosophy.
700	1		_aBowman, Wayne D., _d1947-
700	1		_aFrega, Ana Lucía.
710	2		_9111967 _aOxford University Press.
830		0	_9108813 _aOxford handbooks.
900			_a35584
942			_2lcc _cKT
999			_c32797 _d32797