Ulteriori informazioni
Eco-Literate Music Pedagogy: A Philosophy/Autoethnography of Music Education on Soil examines the capacity of musiciking to cultivate ecological literacy, approaching eco-literate music pedagogy through philosophical and autoethnographical lenses. Building on the principle that music contributes uniquely to human ecological thinking, this volume tracks the course of eco-literate music pedagogy while guiding the discussion forward:
What does it mean to embrace the impulse to teach music for ecological literacy?
What is it like to theorize eco-literate music pedagogy?
What is learned through enacting this pedagogy?
How do the impulsion, the theorizing, and the enacting relate to one another?
Music education for ecological consciousness is experienced in local places, and this study explores the theory underlying eco-literate music pedagogy in juxtaposition with the author's personal experiences. The work arrives at a new philosophy for music education: a spiritual praxis rooted in soil communities, one informed by ecology's intrinsic value for non-human being and musicking. Eco-Literate Music Pedagogy adds to the emerging body of music education literature considering ecological and environmental issues.
Sommario
Prelude
Chapter 1 Philosophy on Soil
Chapter 2 Ecological Literacy
Chapter 3 Ecomusicology
Chapter 4 Deep Ecology
Chapter 5 Spiritual Praxis
Postlude
Info autore
Daniel J. Shevock is a Lecturer in Music at Pennsylvania State University, Altoona, where he served as Emerging Musical Artist in Residence in Jazz. He taught instrumental and general music in the Pittsburgh Public Schools for eleven years.
Riassunto
Eco-Literate Music Pedagogy examines the capacity of musiciking to cultivate ecological literacy, approaching eco-literate music pedagogy through philosophical and autoethnographical lenses. Building on the principle that music contributes uniquely to human ecological thinking, this volume tracks the course of eco-literate music pedagogy while guiding the discussion forward:
- What does it mean to embrace the impulse to teach music for ecological literacy?
- What is it like to theorize eco-literate music pedagogy?
- What is learned through enacting this pedagogy?
- How do the impulsion, the theorizing, and the enacting relate to one another?
Music education for ecological consciousness is experienced in local places, and this study explores the theory underlying eco-literate music pedagogy in juxtaposition with the author’s personal experiences. The work arrives at a new philosophy for music education: a spiritual praxis rooted in soil communities, one informed by ecology’s intrinsic value for non-human being and musicking.
Eco-Literate Music Pedagogy adds to the emerging body of music education literature considering ecological and environmental issues.
