A Philosophy of Music Education / Bennett Reimer and Peter R. Wbester.

Format:

Book

Author/Creator:

Reimer, Bennett, author.

Wbester, Peter R., author.

Language:

English

Subjects (All):

Music--Instruction and study--Philosophy.

Music.

Physical Description:

1 online resource (381 pages)

Edition:

Third edition.

Place of Publication:

Albany, NY : State University of New York Press, [2022]

Summary:

A Philosophy of Music Education is considered the classic text on the relation of aesthetics to the practical teaching and performing of music.

Contents:

Intro

Contents

Foreword

Preface

The Include-Exclude Problem

1. From Philosophical Concurrence to Diversity: Problems and Opportunities

Main Themes

Why Do We Need a Philosophy?

A Word about Some Words

A Time of Concurrence in Music Education Philosophy

The Challenges of Postmodernism

The Postmodern Mind-Set

Postmodern Propositions

Postmodernism, the Arts, and Music

A Critique of Postmodernism, and an Appreciation

Toward a Synergistic Philosophical Stance

Etudes

2. Several Alternative Views and a Synergistic Proposal: An Experience-Based Philosophy of Music Education

Applying Synergism

Music as Form

Music as Practice

Music as Social Agency

The Boundaries of Music

Music and Utilitarian Values

A Philosophy Based on Musical Experience: Setting the Stage

3. The Feeling Dimension of Musical Experience

Music and Feeling: An Intricate Relationship

The Emotion/Intellect Dichotomy

Feeling, Cognition, and Consciousness

Emotion and Feeling

Music and Feeling

Musical Feeling from World to Sound

Music Education and the Education of Feeling

Teaching for "Knowing Within" Music

4. The Creating Dimension of Musical Experience

What-or When-Is "Creativity"?

Who-or When-Is an "Artist"?

The General/Specific Debate

Composing Creativity

Performing Creativity

Improvising Creativity

Listening Creativity

The Role of Knowing Within in Knowing How

The Ethical Dimension of Musical Creating

Ethics and the Goal of Music Education

Teaching for Knowing How to Create Music

5. The Meaning Dimension of Musical Experience

Language Meanings, Musical Meanings

Creating Language Meanings, Creating Musical Meanings

The Many Modes of Knowing.

The Dominance of Conceptualization

The Concept of Concepts

The Distinctiveness of Each Cognitive Mode

A Description of Music and Art

Using the Description to Help Explain Alternative Views

Teaching for Musical Meaning

The Necessity of Knowing About and Knowing Why

Finally, What Music Means

6. The Contextual Dimension of Musical Experience

Context in Larger Context

Universal, Contextual, and Individual Dimensions of Experience

Music in Context: A Review

Music, Culture, Consciousness

The Dilemma of Multicultural Music Education

POSITION A: Contextualism

POSITION B: Universalism

A Synergistic Resolution

Teaching Music in Its Context

7. From Theory to Practice: Musical Roles as Intelligences

Beyond the Theory of Multiple Intelligences

T he Many Concepts of Intelligence

Musical Intelligence

A Definition of Intelligence

Explanation of the Definition

The Influence of Culture

The Influence of Individuality

The Influence of Opportunity

The Body in Intelligence

Feelings and Other "Enablers" in Intelligence

Intelligence as Communal

Intelligence and Creativity

Specificity/Generality

Musical Intelligences

Musical Roles as Intelligences

1. Composing

2. Performing

3. Improvising

4. Listening

5. Music Theory

6. Musicology

7. Music Teaching

Teaching for Musical Intelligences

Parts and Wholes

Assessing Musical Intelligences

The So-Called Integrated Curriculum

8. Advancing the Vision: Toward a Comprehensive General Music Program

A Model of the Total Curriculum

The General Music Program as Viewed through the Curriculum Model

1. Values Phase

2. Conceptualized Phase

3. Systematized Phase

4. Interpreted Phase

5. Operational Phase.

6. Experienced Phase

7. Expectational Phase

Achieving Comprehensiveness

Redefining and Rebalancing General Music: A Radical Prospect

Implementing a Comprehensive General Music Program: The Restructured Content Standards

1. Singing and Playing

2. Improvising

3. Composing

4. Arranging

5. Listening

6. Analyzing and Describing

7. Evaluating

8. Understanding Relationships between Music, the Other Arts, and Disciplines outside the Arts

9. Understanding Music in Relation to History and Culture

The Challenge of Comprehensiveness

9. Advancing the Vision: Toward a Comprehensive Specialized Music Program

The Specialized Music Program as Viewed through the Curriculum Model

5. Operational Phase

6. Experienced Phase

Implementing a Comprehensive Specialized Music Program: The Restructured Content Standards

3. Composing 4. Arranging

Recapitulation and Coda: Pursuing the Vision

Index.

Notes:

Includes index.

Description based on publisher supplied metadata and other sources.

Description based on print version record.

ISBN:

1-4384-8933-1

OCLC:

1345590212