(Schott). "I owe a great deal to her." This is what many of the contributors to this book have said in remembering Gunild Keetmann, her personal kindness and her inspiring work as an educator in music and movement. Gunild Keetmann (1904-1990) was co-author of the "Orff Schulwerk", lecturer at the Gunther school in Munich and co-founder of the renowned Orff Institute in Salzburg in 1961. This book presents statements from notable contemporaries alongside texts, photographs and a wealth of documentation to paint a vivid picture of the life of the artist and teacher whose internationally recognised work still has influence today. To go with the book there is a DVD with some very interesting sound recordings and film extracts. Contents: Introduction * Memories: * Gunild Keetman: Fragments of a life * "Ach Gunild, not that please!" * Decades with Gunild Keetman * A thank-you letter to you * Gunild and us children * Gunild Keetman: The "essence" of the Schulwerk * Working in Suse Bohm's Studio * An apprentice to Gunild Keetman * "Our Mitropoula" * Gunild Keetman * Gunild Keetman was there * "I wonder that I'm so cheerful" * Memories of Gunild Keetman * Betwenn six-eights * The last musical documentation of Gunild Keetman? * The sound of a life-span: A metaphor. * Documents: Letter to the Pastor * Obituary for Gunild Keetman * A wealth of good, stimulating, movement-inducing music * In the workshop with Gunild Keetman * Appendix: Chronology * List of Compositions * Further Publications of Gunild Keetman * Complete Dances for the Gunther Dance Group * Bibliography * Discography (a selection) * Film and Video Recordings (a selection) * List of Photographs * List of Illustrations * Abbreviations * Short Biographies of the Contributors * Contents of the DVD: Music by Gunild Keetman

The American Educational History Journal is a peer?reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well?articulated argument that deals substantively with questions of educational history.

Music is a uniquely human phenomenon, and a solid understanding of people could be considered a musical necessity for music teachers and performers. Educational psychology (Ed Psych) can empower music teachers to engage students more effectively since it sheds light on important topics such as human emotion, communication, and skill development. Using accessible and engaging language, Robert H. Woody distills the most importantinsights of Ed Psych and applies them to real-life music teaching contexts. He offers a brief and practical guide, customized specifically for music teachers. Topics covered include: Motivation and achievement Practice and skill acquisition Behaviorism and cognitivism Constructivism and social learning theory Stages of early childhood, preteen years, and adolescence Music literacy Musical creativity and expressive performance This book will empower readers to contribute to the musical lives of others, showing that all people can be musical if they are provided the right learning experiences and guidance.

(Schott). This collection presents rhythmic exercises and pieces for xylophone from the books Rhythmic Exercises , First Instruction on the Xylophone and Pieces for Xylophone Volumes 1-3.

The teaching and learning of music around the world have evolved in diverse ways as social, industrial, and cultural developments have influenced the ways humans understand, organize, and collectivize music education. Revolutions in Music Education: Historical and Social Explorations chronicles major changes in music education that continue to shape practices in the twenty-first century. The contributors investigate the organizational, pedagogical, and strategic approaches to teaching music across the ages. The universality of music is manifest in the chapters of this book, providing meaning and insight from all geographic, socio-political, and economic contexts.

Music Education in Your Hands is a textbook for the introductory course in Music Education. Written for future classroom music teachers, the book provides an overview of the music education system , illuminating the many topics that music educators need to know, including technology, teaching methods, curricular evolution, legislation, and a range of societal needs from cultural diversity to evolving tastes in music. It encompasses a broad picture of the profession, and how the future of music education rests in the hands of today’s student teachers as they learn how to become advocates for music in our schools. FEATURES A balance of sound historical foundations with recent research and thinking; Coursework that is appropriate in level and length for a one semester introductory course; Actual dialogue between undergraduate music education majors and teachers, illustrating pertinent issues teachers must face; An emphasis on opportunities in the greater community beyond the walls of the school that music teachers should be familiar with; Suggested topics for activities and critical thinking for every chapter; A companion web site including student and instructor resources

A fascinating exploration of the relationship between American culture and music as defined by musicians, scholars, and critics from around the world. Music has been the cornerstone of popular culture in the United States since the beginning of our nation's history. From early immigrants sharing the sounds of their native lands to contemporary artists performing benefit concerts for social causes, our country's musical expressions reflect where we, as a people, have been, as well as our hope for the future. This four-volume encyclopedia examines music's influence on contemporary American life, tracing historical connections over time. Music in American Life: An Encyclopedia of the Songs, Styles, Stars, and Stories That Shaped Our Culture demonstrates the symbiotic relationship between this art form and our society. Entries include singers, composers, lyricists, songs, musical genres, places, instruments, technologies, music in films, music in political realms, and music shows on television.

In Irma Collins’ Dictionary of Music Education, readers find more than just a lexicon. It is a journey through musical times and the story of the evolution of music education. Dictionary of Music Education includes entries on key individuals, critical terms, important events, and notable organizations, offering readers a broad survey of the field of music education.

Although women have been teaching and performing music for centuries, their stories are often missing from traditional accounts of the history of music education. In Women Music Educators in the United States: A History, Sondra Wieland Howe provides a comprehensive narrative of women teaching music in the United States from colonial days until the end of the twentieth century. Defining music education broadly to include home, community, and institutional settings, Howe draws on sources from musicology, the history of education, and social history to offer a new perspective on the topic. In colonial America, women sang in church choirs and taught their children at home. In the first half of the nineteenth century, women published hymns, taught in academies and rural schoolhouses, and held church positions. After the Civil War, women taught piano and voice, went to college, taught in public schools, and became involved in national music organizations. With the expansion of public schools in the first half of the twentieth century, women supervised public school music programs, published textbooks, and served as officers of national organizations. They taught in settlement houses and teacher-training institutions, developed music appreciation programs, and organized women’s symphony orchestras. After World War II, women continued their involvement in public school choral and instrumental music, developed new methodologies, conducted research, and published in academia. Howe’s study traces this evolution in the roles played by women educators in the American music education system, illuminating an area of research that has been ignored far too long. Women Music Educators in the United States: A History complements current histories of music education and supports undergraduate and graduate courses in the history of music, music education, American education, and women’s studies. It will interest not only musicologists, educational historians, and scholars of women’s studies, but music educators teaching in public and private schools and independent music teachers.

This book provides critical insights into the interplay of sociocultural change and educational practices by elucidating the trajectory of Hong Kong’s early childhood music education system. It presents an extensive analysis of postcolonial music education in relation to globalization, westernization, cosmopolitanism, and nationalization. It makes contributions to the theoretical arguments that can be used to interpret the impact of China on the previously Western orientation of education in Hong Kong. This book also explicitly problematizes the theoretical foundations of mandated policies such as play-based learning and moral education in early childhood through music in Hong Kong and across the globe. The analysis of historical context, political influences, and education ideologies in Hong Kong’s early childhood education subsystem provides fertile ground for a thorough understanding of the meaning and implications of globalization in education at multiple levels. Many empirical-based discussions in this book reflect the ideologies, trends, and practices of music education globally. Framed by Bandura’s social cognitive theory, the empirical studies discussed in the book explore the self-efficacy and practices of education leaders and teachers, reflecting the contemporary challenges of music education. Ultimately, it makes a vital contribution by offering a new conceptual model of music teacher education within a globally resonant framework.