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pedagogy

Forensic Musicologists in the News Again!

The recent New York Times article The Man Musicians Call When Two Tunes Sound Alike by Alex Marshall provides some well-deserved attention to forensic musicologists and has some great potential for related project work in music programs. Marshall explains how many people “stumble into the profession,” but if we include forensic musicology as a way of engaging musically in K-12 programs, perhaps some young people might see it as a viable career pathway. We sometimes assume that students in music… Read More »Forensic Musicologists in the News Again!

Learning with Digital Media and Technology in Hybrid Music Classrooms

Tobias, E. S. (2016). Learning with digital media and technology in hybrid music classrooms. In C. R. Abril & B. M. Gault (Eds.), Teaching general music: Approaches, issues, and viewpoints (pp. 112-140). New York, NY: Oxford University Press. My chapter, Learning with digital media and technology in hybrid music classrooms is now available in the fabulous book, Teaching general music: Approaches, issues, and viewpoints [affiliate link]. You can read my overall description of the book Teaching general music here. The book is fantastic and… Read More »Learning with Digital Media and Technology in Hybrid Music Classrooms

Study Music Teaching and Learning at ASU Summer Music Institute 2016

The music education department at Arizona State University is known for its diverse offerings and attention to contemporary issues in music education. Our Summer Music Institute offers additional opportunities for music educators and teaching artists to gain professional development and be part of a wonderful teaching and learning community. Take a look below at our full list of 2016 summer offerings:

The ASU Summer Music Institute is flexible around music educators’, teaching artists’, graduate or undergraduate students’ and community members’ needs and summer schedules by addressing a large number of interests in varied increments of 1 week, 2 week, and 3 week courses for graduate credit or non-degree/non-credit professional development clock hours (CEUs). Read More »Study Music Teaching and Learning at ASU Summer Music Institute 2016

Teaching general music: Approaches, issues, and viewpoints

The feelings and perspectives that surround “general music” in music education range from the excitement of those who teach or experience it to curiosity or puzzlement from those who do not. Many people frame general music as an elementary school phenomenon that features recorders, Orff instruments, singing, and teaching approaches such as Orff, Kodaly, and Dalcroze. Others are at a loss when trying to figure out what they might do in a general music setting.

The newly published book (affiliate links included) Teaching General Music: Approaches, Issues, and Viewpoints, edited by Carlos R. Abril and Brent M. Gault is an excellent starting point for deepening and expanding one’s understanding of what General Music can be and how to go about teaching this type of music course. Teaching General Music is sure to serve as a foundational text for anyone who teaches or might eventually teach general music.

teachinggeneralmusic

In full disclosure, I have a chapter in the book. This is currently the most comprehensive and up to date look at general music in music education. Many of those who read Teaching General Music will benefit by expanding their understanding of general music, the variety of approaches to facilitate musical engagement and learning in the context of general music, and the possibilities for young people across elementary and secondary settings. 
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Bringing curriculum to life: Enacting project-based learning in music programs

Tobias, E. S., Campbell, M. R., & Greco, P. (2015). Bringing curriculum to life: Enacting project-based learning in music programs. Music Educators Journal, 102(2), 39-47. doi:10.1177/0027432115607602

My co-authored article Bringing curriculum to life: Enacting project-based learning in music programs is now published in the Music Educators Journal. I really like how the principles and practical suggestions can be applied in pretty much any music teaching and learning context. The abstract of the article is as follows: 

At its core, project-based learning is based on the idea that real-life problems capture student interest, provoke critical thinking, and develop skills as they engage in and complete complex undertakings that typically result in a realistic product, event, or presentation to an audience. This article offers a starting point for music teachers who might be interested in using project-based learning as a teaching strategy and also interested in “building” student competency and “bringing to life” student engagement in the music curriculum. To help music educators enact project-based learning in their classes and ensembles, we outline a process for designing and facilitating projects, provide vignettes that situate theory in practice, and discuss projects in relation to curriculum, standards, assessment, and teacher evaluation.

 

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