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"Music education today requires an approach rooted in care and kindness that coexists alongside the dismantling of systems that fail to serve students, teachers, or their goals in music. The editors of this volume curate essays that use a broad definition of care pedagogy, one informed by interdisciplinary scholarship and aimed at providing practical strategies for bringing transformative learning and engaged pedagogies to music classrooms. The contributors draw from personal experience to address issues including radical kindness through universal design; listening to non-human musicality; public musicology as a forum for social justice discourse; and radical approaches to teaching about race through music. But, as the essayists show, the structural aspects of music study in higher education present obstacles to caring and kindness like the entrenched master-student model, the valorization of physical pain and stress, and classical music's white patriarchal history"--
Inhaltsverzeichnis
Foreword William Cheng
Introduction: Radical Care
Colleen Renihan, John Spilker, Trudi Wright
Part I. The Heart of Curricular Interventions Chapter 1. Re-Enchanting Music History
Sara Haefeli
Chapter 2. Teaching Approaches to Race Through Music: A Timely Example from the American South
Molly M. Breckling
Chapter 3. Empathy in Opera
Colleen Renihan
Chapter 4. Integrating Wellbeing and Intersectional Equity Across a Revised Music History and Culture Curriculum
John Spilker
Chapter 5. Care, Carefully: Caring for the Whole Student from Recruitment through Retention
Frederick A. Peterbark
Chapter 6. Kindness as Universal Design: Rethinking the College Music Classroom from Within
Stephanie Jensen-Moulton
Part II. Unmeasured Pedagogical Horizons Chapter 7. Connecting Students and Artistic Communities: Understanding Agency, Fostering Empathy, and Expanding Representation in the Classroom
Mark Katz
Chapter 8. Towards Socially Responsible Music History Pedagogy: A Rant, Some Theories and A Few Resources
Eric Hung
Chapter 9. Public Musicology as Care, or How Should We Respond When the Duke of Mantua Tells Us That All Women Are Fickle?
William A. Everett and Matteo Magarotto
Chapter 10. Listening with Care to Nonhuman Musicality and Material Culture
Kate Galloway
Part III. Self-Care, the Root of Teaching Chapter 11. Curriculum Changing Culture: Improving the Mental Health of University Music Students
Nathan A. Langfitt
Chapter 12. Teaching the First-Generation College Student in the Music History Classroom: A Student-to-Professor Perspective
Reba A. Wissner
Chapter 13. New Waters in Music: Recognizing and Processing Trauma While Trying to Diversify a School of Music’s Curriculum Offerings
Amanda Christina Soto
Chapter 14. Lessons in Student- and Self-Care from Trauma: A Personal Narrative
Laura Moore Pruett
Chapter 15. Mental Health and the Pedagogy of Self-Disclosure
Mary Natvig
Chapter 16. Modeling
Cura Personalis: Caring for Our Students and Ourselves
Trudi Wright
Epilogue: Care for Now
Colleen Renihan, John Spilker, Trudi Wright
Contributors
Index
Über den Autor / die Autorin
Colleen Renihan is an associate professor and Queen’s National Scholar in Music Theatre and Opera at Queen’s University. She is and the author of
The Operatic Archive: American Opera as History.
John Spilker is an associate professor of music at Nebraska Wesleyan University.
Trudi Wright is an associate professor of music and director of the music program at Regis University.
