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Focusing on democracy as a vital dimension in teaching music, this book visits music as democratic practice in both public schooling and in teacher education. Essays include the teaching of the arts as a response to democratic participation; diversity in music classes including issues such as race, gender, sexual orientation, socioeconomic
List of contents
Introduction Lisa C. DeLorenzo Part 1: Music Education in a Democracy 1. Artistic Citizenship, Personhood, and Music Education David J. Elliott 2. Why Do We Educate in a Democracy? Implications for Music Education Nicholas Michelli and Tina Jacobowitz 3. Confronting Innocence: Democracy, Music Education, and the Neoliberal ‘Manipulated Man’ Paul Woodford 4. Neoliberalism and Symbolic Violence in Higher Music Education Gareth Dylan Smith Part 2: Building A Culture of Democracy in the Music Classroom 5. Safe Classrooms: A Fundamental Principle of Democratic Practice Casey J. Hayes 6. Music of the Holocaust: A Thematic Design for String Music Education Tamara Reps Freeman 7. Improvising to Learn: A Democratic Framework for Music Education Michael Patrick Wall and Jennifer Kingman Wall 8. Towards the Current: Democratic Music Teaching with Music Technology Adam Patrick Bell Part 3: Music Education and Social Justice 9. Listening-for Social Justice Marissa Silverman 10. Is There A Color Line In Music Education? Lisa C. DeLorenzo Part 4: Preparing Music Educators for a Democratic and Social Justice Agenda 11. Preparing Music Teachers to Address Issues of Social Justice in Music Education Shannon Hibbard and Colleen Conway 12. Democracy, Canon, and Culturally Responsive Teaching: Blurring the Edges in The Music Classroom Jacqueline Kelly-McHale 13. Facilitating Dissonance: Implications for Social Justice in Music Teacher Education Julie Ballantyne, Nicole Canham, and Margaret Barrett Conclusion Lisa C. DeLorenzo
About the author
Lisa DeLorenzo is Professor of Music Education at Montclair State University, US.
Summary
Focusing on democracy as a vital dimension in teaching music, this book visits music as democratic practice in both public schooling and in teacher education. Essays include the teaching of the arts as a response to democratic participation; diversity in music classes including issues such as race, gender, sexual orientation, socioeconomic
