© 2014 – Routledge
This collection of previously published articles, chapters and keynotes traces both the theoretical contribution of Lucy Green to the emergent field of the sociology of music education, and her radical ’hands-on’ practical work in classrooms and instrumental studios. The selection contains a mixture of material, from essays that have appeared in major journals and books, to some harder-to-find publications. It spans issues from musical meaning, ideology, identity and gender in relation to music education, to changes and challenges in music curricula and pedagogy, and includes Green’s highly influential work on bringing informal learning into formal music education settings. A newly-written introduction considers the relationship between theory and practice, and situates each essay in relation to some of the major influences, within and beyond the field of music education, which affected Green’s own intellectual journey from the 1970s to the present day.
Contents: Introduction; Part I Music Education as a Reproductive Force - Ideology, Musical Meaning, Social Groups and Identity: To construe and to construct…what do we mean by ‘the sociology of music education’ and what's the point of it anyway?; Why ‘ideology’ is still relevant for critical thinking in music education; Music education, cultural capital and social group identity; Musical meaning and social reproduction: a case for retrieving autonomy; Musical identities, learning, and education: some cross-cultural issues. Part II Gender and Music Education: Music, gender and education; a report on some exploratory research; Gender identity, musical experience and schooling; The emergence of gender as an issue in music education. Part III Assessment and Curriculum Content in Music Education: The assessment of composition: style and experience; Music as a media art: evaluation and assessment in the contemporary classroom; From the Western classics to the world: secondary music teachers’ changing attitudes in England, 1982 and 1998. Part IV Informal Learning and the Music Classroom: What can music educators learn from popular musicians?; Informal learning in the music classroom: a seven-stage program; Popular music education in and for itself, and for ‘other’ music: current research in the classroom; Group co-operation, inclusion and disaffected pupils: some responses to informal learning in the music classroom; Teenagers, musical identity and classical music: the classroom as a catalyst. Part V Aural Learning, Informal Learning, and the Instrumental Teaching Studio: Musical ‘learning styles’ and ‘learning strategies’ in the instrumental lesson: some emergent findings from a pilot study; Informal learning and aural learning in the instrumental music lesson: findings from a research-and-development pilot project; Name index.
The titles in this series bring together a selection of previously published and some unpublished essays by leading authorities in the field of critical musicology. The essays are chosen from a wide range of publications and so make key works available in a more accessible form. The authors have all made a selection of their own work in one volume with an introduction which discusses the essays chosen and puts them into context. A full bibliography points the reader to other publications which might not be included in the volume for reasons of space. The previously published essays are published using the facsimile method of reproduction to retain their original pagination, so that students and scholars can easily reference the essays in their original form.