Successful professional music teachers must not only be knowledgeable in conducting and performing, but also be socially and culturally aware of students, issues, and events that affect their classrooms. This book provides comprehensive overview of social and cultural themes directly related to music education, teacher training, and successful teacher characteristics. New topics in the second edition include the impact of Race to the Top, social justice, bullying, alternative schools, the influence of Common Core Standards, and the effects of teacher and school assessments. All topics and material are research-based to provide a foundation and current perspective on each issue.

Music Theory operates with a number of fundamental terms that are rarely explored in detail. This book offers in-depth reflections on key concepts from a range of philosophical and critical approaches that reflect the diversity of the contemporary music theory landscape.

This new edition of Popular Music and Society, fully revised and updated, continues to pioneer an approach to the study of popular music that is informed by wider debates in sociology and media and cultural studies. Astute and accessible, it continues to set the agenda for research and teaching in this area. The textbook begins by examining the ways in which popular music is produced, before moving on to explore its structure as text and the ways in which audiences understand and use music. Packed with examples and data on the contemporary production and consumption of popular music, the book also includes overviews and critiques of theoretical approaches to this exciting area of study and outlines the most important empirical studies which have shaped the discipline. Topics covered include: • The contemporary organisation of the music industry; • The effects of technological change on production; • The history and politics of popular music; • Gender, sexuality and ethnicity; • Subcultures; • Fans and music celebrities. For this new edition, two whole new chapters have been added: on performance and the body, and on the very latest ways of thinking about audiences and the spaces and places of music consumption. This second edition of Popular Music and Society will continue to be required reading for students of the sociology of culture, media and communication studies, and popular culture.

Music is unique among the arts in its ability to bring large numbers of people together in a communal creative activity transcending social, cultural and linguistic boundaries. This book looks at many examples of composers working in schools, community centres, hospitals and other situations which are not traditional contexts for music. Examples are taken from the United Kingdom as well as from projects from other places in Europe which participated in the EU-funded 'Rainbow across Europe' programme. This study examines the development over the past hundred years of what has come to be known as creative music-making, and traces its spread in other parts of Europe and beyond. It also shows how the composer's role has developed from the nineteenth-century Romantic view of a heroic figure expressing his own inner emotional life in music, towards a more socially conscious inspirational catalyst whose role is to stimulate musical creativity in others.

Booklet presents Marxist interpretation of the development of European music, from the medieval period to the present. The Communist composer Alan Bush was President of the Workers' Music Association, which published this booklet.

How can we better understand the past, present and future of Social Action through Music (SATM)? This ground-breaking book examines the development of the Red de Escuelas de Música de Medellín (the Network of Music Schools of Medellín), a network of 27 schools founded in Colombia’s second city in 1996 as a response to its reputation as the most dangerous city on Earth. Inspired by El Sistema, the foundational Venezuelan music education program, the Red is nonetheless markedly different: its history is one of multiple reinventions and a continual search to improve its educational offering and better realise its social goals. Its internal reflections and attempts at transformation shed valuable light on the past, present, and future of SATM. Based on a year of intensive fieldwork in Colombia and written by Geoffrey Baker, the author of El Sistema: Orchestrating Venezuela’s Youth (2014), this important volume offers fresh insights on SATM and its evolution both in scholarship and in practice. It will be of interest to a very varied readership: employees and leaders of SATM programs; music educators; funders and policy-makers; and students and scholars of SATM, music education, ethnomusicology, and other related fields.

Children are inherently musical. They respond to music and learn through music. Music expresses children's identity and heritage, teaches them to belong to a culture, and develops their cognitive well-being and inner self worth. As professional instructors, childcare workers, or students looking forward to a career working with children, we should continuously search for ways to tap into children's natural reservoir of enthusiasm for singing, moving and experimenting with instruments. But how, you might ask? What music is appropriate for the children I'm working with? How can music help inspire a well-rounded child? How do I reach and teach children musically? Most importantly perhaps, how can I incorporate music into a curriculum that marginalizes the arts?This book explores a holistic, artistic, and integrated approach to understanding the developmental connections between music and children. This book guides professionals to work through music, harnessing the processes that underlie music learning, and outlining developmentally appropriate methods to understand the role of music in children's lives through play, games, creativity, and movement. Additionally, the book explores ways of applying music-making to benefit the whole child, i.e., socially, emotionally, physically, cognitively, and linguistically.

A musical practice used for centuries the world over, improvisation too often has been neglected by scholars who dismiss it as either technically undissectible or inexplicably mysterious. At different times and in different cultures, performing music that is not "precomposed" has constituted an artful expression of the performer's individuality (the Baroque); a wild, unthinking form of expression (jazz antagonists); and the best method to train inexperienced musicians to use their instruments (the Middle East). This wide-ranging collection of essays considers musical improvisation from a variety of approaches, including ethnomusicology, education, performance, historical musicology, and music theory. Laying the groundwork for even further research into improvisation, the contributors of this volume delve into topics as diverse as the creative minds of Mozart and Beethoven, the place of improvised musics in Western and non-Western societies, and the development of jazz as a musical and cultural phenomenon.