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Music Education in Rural America Volume 1: Policies and Perspectives is the first publication of its kind, advancing asset-based policies and practices in music education for nearly 10 million rural students nationwide. Although one in five Americans live in areas designated as rural, relatively few resources are available about teaching music in those settings, even as rural music educators face systemic and considerable challenges. By exploring the influence of urbanormativity and historical trends, the contributing authors advocate for school music programs that sustain rural values, interests, communities, and ecosystems.
Using place-based education, contextually responsive teaching, and community engagement, the contributing authors present 10 chapters that encompass a multi-dimensional definition of rurality including population, landscape, and sociocultural contexts. Their own first-hand perspectives describe the importance and character of rural places themselves. Throughlines of this volume are disentangling assumptions about rural schools and their resources, pedagogical potential, and musical possibilities. Written for music educators, scholars, policymakers, school administrators, and music-teacher educators, this volume affirms that geography is not inherently a limitation and that all students deserve access to responsive music education, regardless of their zip codes.
List of contents
List of Figures
List of Contributors
Preface
Acknowledgements
Contributor Biographies
Chapter 1. History and Current Landscape of Rural Music Education: Policy and Praxis
J. Kessa Roberts and Alycia ColeChapter 2. Surveying the Field: A Systematic Review of Rural Music Education Research in the United States
Timothy E. NowakChapter 3. Urbanormativity In Rural School Music
Vincent C. BatesChapter 4. The Intersections of School, Community, and Music in Rural Spaces
Whitney MayoChapter 5. Place-Based Pedagogy and Rural Communities as Cultural Contexts
Catheryn Shaw Foster and Melody CausbyChapter 6. Love Your Mother: How Ecology Can Inform Music Teaching and Learning in Rural Settings
Daniel J. ShevockChapter 7. Preservice Music Teacher Education: Preparing the Next Generation for Rural Schools
Daniel C. Johnson and Eric M. PennelloChapter 8. Rural Music Teacher Retention and Turnover
David N. SandersonChapter 9. Answering The Call for Rural Music Teacher Professional Development
Daniel C. JohnsonChapter 10. Potential Unexplored: Land-Grant Institutions, Rural Engagement, and Music Education
Jason B. Gossett and Angela Munroe
About the author
Daniel C. Johnson is Professor of Music and Music Education at the University of North Carolina, Wilmington, where he coordinates the Graduate Certificate Program.
