Debates in Music Teaching

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.

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.

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 children's 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