OXFORD UNIVERSITY PRESS

The Oxford Handbook of Technology and Music Education

ISBN : 9780197502983

Price(incl.tax): 
¥7,700
Author: 
S. Alex Ruthmann; Roger Mantie
Pages
736 Pages
Format
Paperback
Size
170 x 244 mm
Pub date
Apr 2020
Series
Oxford Handbooks
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Few aspects of daily existence are untouched by technology. Learning and teaching music are no exceptions and arguably have been impacted as much or more than other areas of life. Digital technologies have come to affect music learning and teaching in profound ways, influencing how we create, listen, share, consume, interact, and conceptualize musical practices and the musical experience. For a discipline as entrenched in tradition as music education, this has brought forth myriad views on what does and should constitute music learning and teaching.

To tease out and elucidate some of the salient problems, interests, and issues, The Oxford Handbook of Technology and Music Education critically situates technology in relation to music education from a variety of perspectives: historical; philosophical; socio-cultural; pedagogical; musical; economic; policy, organized around four broad themes: Emergence and Evolution; Locations and Contexts: Social and Cultural Issues; Experiencing, Expressing, Learning and Teaching; and Competence, Credentialing, and Professional Development. Chapters from a highly diverse group of junior and senior scholars provide analyses of technology and music education through intersections of gender, theoretical perspective, geographical distribution, and relationship to the field. The Oxford Handbook of Technology and Music Education's dedication to diversity and forward-facing discussion promotes contrasting perspectives and conversational voices rather than reinforce traditional narratives and prevailing discourses.

Index: 

CONTENTS

Foreword - Peter Webster and David B. Williams

Introduction - Roger Mantie and Alex Ruthmann

SECTION 1: EMERGENCE AND EVOLUTION

What constitutes a technology in music and music education?

In what ways as technology been used, and how has technology affected music education in different times and places?

Core Perspectives 1A

1. Thinking about Music and Technology

Roger Mantie

2. Technology in Music and Music Education in England

and Across Europe

Marina Gall

Further Perspectives 1A

3. Savoring the Artistic Experience in an Age of Commodification

Chee Hoo Lum

4. Music Technology in Ethnomusicology

Gabriel Solis

5. The Role of Place and Context

Janice Waldron

6. Slow Music

Rena Upitis

7. Then and Now

David A. Williams

How have music educators negotiated the role of technology within the broader terrain of educational policy and practice?

What is the role and what are the effects of commerce and industry on learning, teaching, and technology within schools?

Core Perspectives 1B

8. Globalization and Technology in 21st Century Education

Samuel Leong

9. Technology in the Music Classroom in Greece

Smaragda Chrysostomu

Further Perspectives 1B

10. Building a Broad view of Technology in Music Teacher Education

Heidi Partti

11. Technology in the Music Classroom in Kenya

Emily Akuno

12. Pondering an End to Technology in Music Education

Joe Pignato

13. A Software Creator's Perspective

Joe Berkovitz

14. Where Might We Be Going?

Jonathan Savage

15. Loaded Questions for an Emerging World

John-Morgan Bush

16. Music Learning in Music Education

Jason Chen

SECTION 2: LOCATIONS AND CONTEXTS: SOCIAL AND CULTURAL ISSUES

What are the impacts of technology (positive and negative) on different communities, socio-economic areas, and parts of the World?

What can be done to mitigate the negative effects of technology while accentuating the positive?

Core Perspectives 2A

17. Critical Perspectives from Africa

Benon Kigozi

18. Interest-driven Music Education

Kylie Peppler

19. Situating Technology Within and Without Music Education

Joe Pignato

Further Perspectives 2A

20. Human Potential, Technology and Music Education

Smaragda Chrysostomu

21. Placing Technology within Music Education Communities

Ailbhe Kenny

22. The Promise and Pitfalls of the Digital Studio

Ethan Hein

23. Musicking and Technology in Sweden

Bo Nilsson

24. Exploring Intersections of Technology and Music Education

Gillian Howell

How are technology and music technology changing use? How are we changing technology?

How are music educators responding to social, cultural, and economic issues? How should they?

Core Perspectives 2B

25. Pedagogical Fundamentalism to Radical Pedagogy in Music Education

Heidi Partti

26. Society, Schools, and Music Learning

Valerie Peters

27. Locating Technology within Music Education

Evan Tobias

Further Perspectives 2B

28. Technology in Perspective: Who is in Control?

Patricia Gonzales

29. The Curious Musician

Leah Kardos

30. On Becoming Musical: Technology, Possibilities and Transformation

Gena Greher

31. The Role of Music in Public Health Education

Carlos Chirinos

32. Thinking and Talking about Change in Music Education

Roger Mantie

33. A Sociological Perspective on Technology in Music Education

Ruth Wright

SECTION 3: EXPERIENCING, EXPRESSING, LEARNING, AND TEACHING

What are the ramifications of technological change on music teaching and learning in the classroom? What can technology do for music education?

In what ways has technology forced us to re-evaluate definitions of musicality? Of musicianship? Of who is and is not a musician?

In what ways has technology transformed our understandings of creativity? What are some of the untapped potentials in this area?

Core Perspectives 3A

34. Power and Choice in the Teaching and Learning of Music

Chee-Hoo Lum

35. Music Fluency for Music Creation and Composition

Barbara Freedman

36. Playing (in) the Digital Studio

Ethan Hein

Further Perspectives 3A

37. Considering Music Technology and Literacy

Jay Dorfman

38. Technology and Collaboration for People with Significant Disabilities

Donald DeVito

39. Prosumer Learners and Digital Arts Pedagogy

Samuel Leong

40. A Pluralist Approach to Music Education

James Humberstone

41. Augmenting Music Teaching and Learning with Technology and Digital Media

Evan Tobias

42. Possibilities for Inclusion with Music Technologies

Deborah Vanderlinde

What are examples of effective uses of technology? Under what conditions might technology be inappropriate or ineffectice?

What are familiar challenges to implementation and what strategies have thus far proven effective?

Are there limits to what technology affords?

Core Perspectives 3B

43. Limitations of Technology in Community Music

Gillian Howell

44. Meaningful and Relevant Technology Integration

Michael Medvinsky

45. The Convergence of Networked Technologies in Music

Teaching and Learning.

Janice Waldron

Further Perspectives 3B

46. Narcissim, Romanticism, and Technology

Evangelos Himonides

47. Pedagogical Decision Making

Ryan Bledsoe

48. Equity and Access in Out-of-School Music Making

Kylie Peppler

49. Technology, Sound, and the Tuning of Place

Sandy Stauffer

SECTION 4: COMPETENCE, CREDENTIALING, AND PROFESSIONAL DEVELOPMENT

Should music technology be taught as an independent subject, or should it serve existing curriculum and instruction? How might technology best serve the needs of students and teachers?

How can music educators develop and maintain skills beyond their teacher education programs?

What sorts of canonized practices have emerged, and how might these impact on music teacher education?

Core Perspectives 4A

50. Traditions and Ways Forward in the United States

Jay Dorfman

51. Technology and Invisibility in Music Teacher Education

Gena Greher

52. Authentic Approaches to Music Education with Technology

Jonathan Savage

Further Perspectives 4A

53. Technology in Music Initial Teacher Education

Marina Gall

54. Using Mobile Technologies and Problem-Seeking Pedagogies to Bridge Universities and Workplaces

Julie Ballantyne

55. Applications of Technology in Music Education from Selected Countries

Benon Kigozi

56. Defining and Acknowledging Music Education Technology in Music Teacher Training

Lauri Vakeva

57. Learner Engagement and Technology Integration

Michael Medvinsky

What are the ramifications of technology and technological change on music teacher education programs?

What tensions exist in terms of credentialing and accreditation? Whose responsibility is it for professional development and certification?

Core Perspectives 4B

58. Faculty Development in and through the Use of ICT

Patricia Gonzalez

59. Educators' Roles and Professional Development

Evangelos Himonides

60. Music Technology Pedagogy and Curricula

David A. Williams

Further Perspectives 4B

61. Why Isn't Music Education in the US more 21st Century PC?

Barbara Freedman

62. Generating Intersections between Music and Technology

Matthew Hitchcock

63. Preparing for Change and Uncertainty

Valerie Peters $ https://global.oup.com/academic/product/9780197502983 $ AV

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About the author: 

S. Alex Ruthmann is Associate Professor of Music Education and Music Technology at New York University Steinhardt, Director of the NYU Music Experience Design Lab, and Associate Editor of the Journal of Music, Technology &Education. Roger Mantie is Associate Professor of Music Education at Arizona State University and co-editor of The Oxford Handbook of Music Making and Leisure.

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