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13 lip 2020 · Jul 13. Written By Victoria Boler. We each have a story about why we were drawn to music, why we were drawn to education, and why we were drawn to the elementary age group. There is a philosophy behind each aspect of our role: Elementary: What is the importance of childhood? Music: What impact does music have on our lives?
Through music, I will engage students in activities that require them to be creative, disciplined, flexible, and work cooperatively with others. I must also help them explore the emotions that various songs or types of music brings them and help them learn to articulate what they feel and why.
In this essay, a quintet of values in doing philosophy of music education are examined: the need for a broad view, a personal perspective, a constructive vision, a relevant plan, and the courage to speak about important issues in music education.
In this essay, a quintet of values in doing philosophy of music education are examined: the need for a broad view, a personal perspective, a constructive vi-sion, a relevant plan, and the courage to speak about important issues in music education. The following questions frame the analysis of each, in turn: What do these values mean?
This book is a collection of critically reflective essays on the praxial philosophy of music and music education. The contributors are an international and interdisciplinary group of scholars who believe that critical thinking, constructive debate, and dialogues are the lifeblood of music education.
They aim to create a safe, inclusive classroom that celebrates student diversity and empowers all students through music. This document summarizes the author's experience with and growth from a critical pedagogy course.
The article argues that the fundamental challenge is to focus music education on involved “listening” rather than overhearing, to devote musical instruction to developing the capacity to respond to music in the richest possible way, whether as performer, creator, or audience member.
