The second edition of Music Matters: A Philosophy of Music Education is divided into three parts (see the Table of Contents). Over the last few days, we have posted summaries of the first two parts. This is the third (and final) summary before the book’s release on June 23, 2014. The first two parts are linked below:
Part Three: Music and-as-in Education
In Part Three of this book, we explain why conventional forms of curriculum development are inappropriate for music teaching and learning. We argue that music educators and CM facilitators require a systematic, flexible, and interactive way of organizing music curricula to accommodate the natures and values of music, musical understanding, and musical processes and products. On the basis of the philosophy of music and music education developed in Part Two, and a concept of curriculum commonplaces, we propose a four-stage approach to music curriculum making that attempts to explain why and how music curricula ought to be organized and carried out as reflective musical practicums.
Clearly, the values of MUSICS and MUSICS education are several and profound. And they are unique to musicing, music listening, and the multidimensional nature of musical products. And if this is so, then there can be no doubt that MUSICS education has a significant contribution to make to society in general and the education of school and community music participants in particular.
Read the summaries of all three parts of Music Matters:
- Part One: Foundational Matters
- Part Two: Musical Processes and Products in Contexts
- Part Three: Music and-as-in Education