- The Oxford Handbook of Music Education
- Acknowledgments
- Contributors
- Oxford Handbook of Music Education Introduction to Volume 2
- Commentary: Special Abilities, Special Needs
- Mapping Musical Development in Learners with the Most Complex Needs: The Sounds of Intent Project
- Exceptional Musical Abilities: Musical Prodigies
- A Fresh Look at Music Therapy in Special Education
- Inclusive Music Classrooms and Programs
- Preparing for the Future: Music Students with Special Education Needs in School and Community Life
- Commentary: Music in the Community
- The Community within Community Music
- Community Music and Social Capital
- Community Music Therapy
- Community Music and Social Justice: Reclaiming Love
- Sonic Hospitality: Migration, Community, and Music
- At-Risk Youth: Music-Making as a Means to Promote Positive Relationships
- Fast Forward: Emerging Trends in Community Music
- Commentary: Adult Learning in a Lifespan Context
- Elders and Music: Empowering Learning, Valuing Life Experience, and Considering the Needs of Aging Adult Learners
- Adult Music Learning in Formal, Nonformal, and Informal Contexts
- Music Teacher Education: Crossing Generational Borders
- The Role of Higher Education in Fostering Musically Engaged Adults
- Lifelong Learning for Professional Musicians
- An International Perspective on Music Education for Adults
- Commentary: Musical Creativity as Practice
- Empathy and Creativity in Group Musical Practices: Towards a Concept of Empathic Creativity
- Intercultural Tensions and Creativity in Music
- Communal Creativity as Sociomusical Practice
- Assessing Creativity in Music: International Perspectives and Practices
- Creativity in Partnership Practices
- Commentary: Music Learning and Teaching through Technology
- The Misunderstanding of Music-Technology-Education: A Meta Perspective
- Technology and the Educator
- The Student Prince: Music-Making with Technology
- Driving Forward Technology's Imprint on Music Education
- Commentary: Media, Music, and Education
- Music Education in the Postperformance World
- Let's Play! Learning Music through Video Games and Virtual Worlds
- Collaborative Digital Media Performance with Generative Music Systems
- Music Learning and New Media in Virtual and Online Environments
- Commentary Critical Reflections and Future Action
- Politics, Policy, and Music Education
- Instrumental Teachers and Their Students: Who's in the Driver's Seat?
- University Professors and the Entrepreneurial Spirit
- Pride and Professionalism in Music Education
- Pondering the Grand Experiment in Public Music Education
- Music Education and Some of Its Subfields: Thoughts about Future Priorities
- Music Education: An Unanswered Question
- Improving Primary Teaching: Minding the Gap
- International Music Education: Setting up a Global Information System
- The Responsibility of Research in Defining the Profession of Music Education
- Constructing Communities of Scholarship in Music Education
- Internationalizing Music Education
- Emotion in Music Education
- Music Education from a Slightly Outside Perspective
- Research Issues in Personal Music Identification
- Preparation, Perseverance, and Performance in Music: Views from a Program of Educational Psychology Research
- Music Therapy in Schools: An Expansion of Traditional Practice
- Embracing New Digital Technologies: Now and into the Future
- Challenges for Research and Practices of Music Education
- All Theoried Up and Nowhere to Go
- Make Research, Not War: Methodologies and Music Education Research
- The Preparation of Music Teacher Educators: A Critical Link
- Music and the Arts: As Ubiquitous and Fundamental as the Air We Breathe
- There is Nothing Complex about a Correlation Coefficient
- Dewey's Bastards: Music, Meaning, and Politics
- Index
Abstract and Keywords
This article considers the influence of the National Society for the Study of Education Yearbook, Basic Concepts in Music Education (1958), on the actions of music teachers. The Yearbook strongly influenced emerging scholars working towards a doctorate in music education and searching for substantive ideas that would support their own contributions to their chosen vocation. Research-based efforts in music education have fostered impressive growth in further theory, but had little impact on school programs and practices. Several conditions in music education that support the separation of theory from practice are discussed.
Keywords: music teachers, Basic Concepts in Music Education, National Society for the Study of Education Yearbook, theory, practice
Bennett Reimer is the John W. Beattie Professor of Music Emeritus at Northwestern University, Evanston, Illinois. Founder and Director of the Center for the Study of Education and the Musical Experience, he is author and editor of two dozen books, the latest Seeking the Significance of Music Education (2009). He has published over 150 essays on philosophy of music education, curriculum theory, research theory, multicultural issues, musical intelligences, interdisciplinary arts principles, teacher education, international music education issues, and applications of cognitive psychology to music learning. He received the rare “Legends of Teaching” award from the Northwestern University School of Music and an honorary doctorate from DePaul University, Chicago. A special double issue of The Journal of Aesthetic Education, “Musings: Essays in Honor of Bennett Reimer,” was published in Winter, 1999. He is a recipient of the MENC Senior Researcher Award and an inductee into the Music Educators Hall of Fame.
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- The Oxford Handbook of Music Education
- Acknowledgments
- Contributors
- Oxford Handbook of Music Education Introduction to Volume 2
- Commentary: Special Abilities, Special Needs
- Mapping Musical Development in Learners with the Most Complex Needs: The Sounds of Intent Project
- Exceptional Musical Abilities: Musical Prodigies
- A Fresh Look at Music Therapy in Special Education
- Inclusive Music Classrooms and Programs
- Preparing for the Future: Music Students with Special Education Needs in School and Community Life
- Commentary: Music in the Community
- The Community within Community Music
- Community Music and Social Capital
- Community Music Therapy
- Community Music and Social Justice: Reclaiming Love
- Sonic Hospitality: Migration, Community, and Music
- At-Risk Youth: Music-Making as a Means to Promote Positive Relationships
- Fast Forward: Emerging Trends in Community Music
- Commentary: Adult Learning in a Lifespan Context
- Elders and Music: Empowering Learning, Valuing Life Experience, and Considering the Needs of Aging Adult Learners
- Adult Music Learning in Formal, Nonformal, and Informal Contexts
- Music Teacher Education: Crossing Generational Borders
- The Role of Higher Education in Fostering Musically Engaged Adults
- Lifelong Learning for Professional Musicians
- An International Perspective on Music Education for Adults
- Commentary: Musical Creativity as Practice
- Empathy and Creativity in Group Musical Practices: Towards a Concept of Empathic Creativity
- Intercultural Tensions and Creativity in Music
- Communal Creativity as Sociomusical Practice
- Assessing Creativity in Music: International Perspectives and Practices
- Creativity in Partnership Practices
- Commentary: Music Learning and Teaching through Technology
- The Misunderstanding of Music-Technology-Education: A Meta Perspective
- Technology and the Educator
- The Student Prince: Music-Making with Technology
- Driving Forward Technology's Imprint on Music Education
- Commentary: Media, Music, and Education
- Music Education in the Postperformance World
- Let's Play! Learning Music through Video Games and Virtual Worlds
- Collaborative Digital Media Performance with Generative Music Systems
- Music Learning and New Media in Virtual and Online Environments
- Commentary Critical Reflections and Future Action
- Politics, Policy, and Music Education
- Instrumental Teachers and Their Students: Who's in the Driver's Seat?
- University Professors and the Entrepreneurial Spirit
- Pride and Professionalism in Music Education
- Pondering the Grand Experiment in Public Music Education
- Music Education and Some of Its Subfields: Thoughts about Future Priorities
- Music Education: An Unanswered Question
- Improving Primary Teaching: Minding the Gap
- International Music Education: Setting up a Global Information System
- The Responsibility of Research in Defining the Profession of Music Education
- Constructing Communities of Scholarship in Music Education
- Internationalizing Music Education
- Emotion in Music Education
- Music Education from a Slightly Outside Perspective
- Research Issues in Personal Music Identification
- Preparation, Perseverance, and Performance in Music: Views from a Program of Educational Psychology Research
- Music Therapy in Schools: An Expansion of Traditional Practice
- Embracing New Digital Technologies: Now and into the Future
- Challenges for Research and Practices of Music Education
- All Theoried Up and Nowhere to Go
- Make Research, Not War: Methodologies and Music Education Research
- The Preparation of Music Teacher Educators: A Critical Link
- Music and the Arts: As Ubiquitous and Fundamental as the Air We Breathe
- There is Nothing Complex about a Correlation Coefficient
- Dewey's Bastards: Music, Meaning, and Politics
- Index
