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Music Learning and Teaching in Culturally and Socially Diverse Contexts

Implications for Classroom Practice

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  • © 2018

Overview

Authors:
  1. Georgina Barton

    1. School of Teacher Education and Early Childhood, University of Southern Queensland, Springfield Central, Brisbane, Australia

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  • Uses case studies from various music learning and teaching contexts to explore the relationship between music education and culture and society

  • Sheds light on the ways in which intercultural approaches to music education can be expanded upon and improved

  • Embraces the diversity and variety inherent in music education

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Table of contents (9 chapters)

  1. Front Matter

    Pages i-xix
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  3. Applying the Concepts to Context

    1. Front Matter

      Pages 83-83
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    2. The Music Learning and Teaching Contexts

      • Georgina Barton
      Pages 85-113

    3. The Teachers’ Own Music Learning Experiences and Personal Beliefs

      • Georgina Barton
      Pages 115-133

    4. The Teaching Methods and Modes of Communication

      • Georgina Barton
      Pages 135-162

    5. Socio-cultural Influences on Music Learning and Teaching

      • Georgina Barton
      Pages 163-183

  4. Implications and Ways Forward for Music Education

    1. Front Matter

      Pages 185-185
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    2. Socio-culturally Diverse Music Learning and Teaching: Implications and Ways Forward for Classroom Practice

      • Georgina Barton
      Pages 187-205

  5. Back Matter

    Pages 207-215
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Keywords

About this book

This book examines the inter-relationship between music learning and teaching, and culture and society: a relationship that is crucial to comprehend in today’s classrooms. The author presents case studies from diverse music learning and teaching contexts – including South India and Australia and online learning environments – to compare the modes of transmission teachers use to share their music knowledge and skills. It is imperative to understand the ways in which culture and society can in fact influence music teachers’ beliefs and experiences: and in understanding, there is potential to improve intercultural approaches to music education more generally. In increasingly diverse schools, the author highlights the need for culturally appropriate approaches to music planning, assessment and curricula. Thus, music teachers and learners will be able to understand the diversity of music education, and be encouraged to embrace a variety of methods and approaches in their own teaching. This inspiring book will be of interest and value to all those involved in teaching and learning music in various contexts.

Authors and Affiliations

  • School of Teacher Education and Early Childhood, University of Southern Queensland, Springfield Central, Brisbane, Australia

    Georgina Barton

About the author

Georgina Barton is Associate Professor in the School of Teacher Education and Early Childhood at the University of Southern Queensland, Australia. She taught in schools for over 20 years and has extensive experience teaching the arts in schools and universities. Her research focuses on the arts and literacy, and she has published widely on these topics.

Bibliographic Information

  • Book Title: Music Learning and Teaching in Culturally and Socially Diverse Contexts

  • Book Subtitle: Implications for Classroom Practice

  • Authors: Georgina Barton

  • DOI: https://doi.org/10.1007/978-3-319-95408-0

  • Publisher: Palgrave Macmillan Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s) 2018

  • Hardcover ISBN: 978-3-319-95407-3Published: 29 August 2018

  • Softcover ISBN: 978-3-030-07031-1Published: 02 January 2019

  • eBook ISBN: 978-3-319-95408-0Published: 13 August 2018

  • Edition Number: 1

  • Number of Pages: XIX, 215

  • Number of Illustrations: 32 b/w illustrations

  • Topics: Creativity and Arts Education, Teaching and Teacher Education, Learning & Instruction, Music

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