The Oxford handbook of technology and music education /
"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,...
Saved in:
| Other Authors: | , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
New York, NY :
Oxford University Press,
[2017]
|
| Series: | Oxford handbooks.
|
| Subjects: |
MARC
| LEADER | 00000cam a2200000 i 4500 | ||
|---|---|---|---|
| 001 | mig00004775185 | ||
| 003 | OCoLC | ||
| 005 | 20190624113553.0 | ||
| 008 | 160929t20172017nyua b 001 0 eng | ||
| 010 | |a 2016045074 | ||
| 015 | |a GBB726938 |2 bnb | ||
| 016 | 7 | |a 018234765 |2 Uk | |
| 020 | |a 9780199372133 |q (hardcover ; |q alkaline paper) | ||
| 020 | |a 0199372136 |q (hardcover ; |q alkaline paper) | ||
| 035 | |a (OCoLC)959697926 | ||
| 035 | 0 | 0 | |a ocn959697926 |
| 040 | |a DLC |b eng |e rda |c DLC |d OCLCO |d YDX |d OCLCF |d BDX |d BTCTA |d OCLCQ |d YDX |d OCLCO |d IUL |d INU |d UKUOY |d CHVBK |d U3G |d OCLCO |d CLE |d KSU |d UKMGB |d OCLCQ |d OCLCO |d TXM | ||
| 042 | |a pcc | ||
| 049 | |a TXMM | ||
| 050 | 0 | 0 | |a MT1 |b .O97 2017 |
| 082 | 0 | 0 | |a 780.71 |2 23 |
| 092 | |a 780.71 |b Ox223 | ||
| 245 | 0 | 4 | |a The Oxford handbook of technology and music education / |c edited by S. Alex Ruthmann and Roger Mantie. |
| 264 | 1 | |a New York, NY : |b Oxford University Press, |c [2017] | |
| 264 | 4 | |c ©2017 | |
| 300 | |a xxx, 700 pages : |b illustrations ; |c 26 cm | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a unmediated |b n |2 rdamedia | ||
| 338 | |a volume |b nc |2 rdacarrier | ||
| 490 | 1 | |a Oxford handbooks | |
| 500 | |a Series from book jacket. | ||
| 504 | |a Includes bibliographical references and index. | ||
| 520 | |a "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, and interact with music--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"-- |c Book jacket. | ||
| 505 | 0 | 0 | |g Part 1. |t Emergence and evolution. |g 1A. |t Core Perspectives. |t Thinking about Music and Technology / |r Roger Mantie -- |t Technology in Music Education in England and across Europe / |r Marina Gall -- |g 1A. |t Further Perspectives. |t Savoring the Artistic Experience in an Age of Commodification / |r Chee-Hoo Lum -- |t Music Technology in Ethnomusicology / |r Gabriel Solis -- |t The Role of "Place" and Context / |r Janice Waldron -- |t Slow Music / |r Rena Upitis -- |t Then and Now / |r David A. Williams -- |g 1B. |t Core Perspectives. |t Globalization and Technology in Twenty-First-Century Education / |r Samuel Leong -- |t Technology in the Music Classroom-Navigating through a Dense Forest: The Case of Greece / |r Smaragda Chrysostomou -- |g 1B. |t Further Perspectives. |t Building a Broad View of Technology in Music Teacher Education / |r Heidi Partti -- |t Technology in the Music Classroom in Kenya / |r Emily Achieng' Akuno and Donald Otoyo Ondieki -- |t Pondering an End to Technology in Music Education / |r Joseph Michael Pignato -- |t A Software Creator's Perspective / |r Joe Berkovitz -- |t Where Might We Be Going? / |r Jonathan Savage -- |t Loaded Questions for an Emerging World of Music Education Technology / |r John-Morgan Bush -- |t Mobile Learning in Music Education / |r Jason Chen -- |g Part 2. Locations and contexts: social and cultural issues. |g 2A. |t Core Perspectives. |t Critical Perspectives from Africa / |r Benon Kigozi -- |t Interest-Driven Music Education: Youth, Technology, and Music Making Today / |r Kylie Peppler -- |t Situating Technology within and without Music Education / |r Joseph Michael Pignato -- |g 2A. |t Further Perspectives. |t Human Potential, Technology, and Music Education / |r Smaragda Chrysostomou -- |t "Placing" Technology within Music Education Communities / |r Ailbhe Kenny -- |t The Promise and Pitfalls of the Digital Studio / |r Ethan Hein -- |t Musicking and Technology: A Further Swedish Perspective / |r Bo Nilsson -- |t Exploring Intersections of Technology, Play, Informality, and Innovation / |r Gillian Howell -- |g 2B. |t Core Perspectives. |t Pedagogical Fundamentalism versus Radical Pedagogy in Music / |r Heidi Partti -- |t The Impact of Technologies on Society, Schools, and Music Learning / |r Valerie Peters -- |t Re-situating Technology in Music Education / |r Evan S. Tobias -- |g 2B. |t Further Perspectives. |t Technology in Perspective: Who is in Control? / |r Patricia A. González-Moreno. |t The Curious Musician / |r Leah Kardos -- |t On Becoming Musical: Technology, Possibilities, and Transformation / |r Gena R. Greher -- |t Ebola Songs: Exploring the Role of Music in Public Health Education / |r Carlos Chirinos-Espin -- |t Thinking and Talking about Change in Music Education / |r Roger Mantie -- |t A Sociological Perspective on Technology and Music Education / |r Ruth Wright -- |g 3A. |t Core Perspectives. |t Power and Choice in the Teaching and Learning of Music / |r Chee-Hoo Lum -- |t Music Fluency: How Technology Refocuses Music Creation and Composition / |r Barbara Freedman -- |t Playing (in) the Digital Studio / |r Ethan Hein -- |g 3A. |t Further Perspectives. |t Considering Music Technology and Literacy / |r Jay Dorfman -- |t Technology and Music Collaboration for People with Significant Disabilities / |r Donald Devito -- |t Prosumer Learners and Digital Arts Pedagogy / |r Samuel Leong -- |t A Pluralist Approach to Music Education / |r James Humberstone -- |t Augmenting Music Teaching and Learning with Technology and Digital Media / |r Evan S. Tobias -- |t Possibilities for Inclusion with Music Technologies / |r Deborah Vanderlinde -- |g 3B. |t Core Perspectives. |t Getting in the Way? Limitations of Technology in Community Music / |r Gillian Howell -- |t Meaningful and Relevant Technology Integration / |r Michael Medvinsky -- |t The Convergence of Networked Technologies in Music Teaching and Learning / |r Janice Waldron -- |g 3B. |t Further Perspectives. |t Narcissism, Romanticism, and Technology / |r Evangelos Himonides -- |t Pedagogical Decision-Making / |r Ryan Bledsoe -- |t Equity and Access in Out-of-School Music Making / |r Kylie Peppler -- |t Technology, Sound, and the Tuning of Place / |r Sandra Stauffer -- |g Part 4. Competence, credentialing, and professional development. |g 4A. |t Core Perspectives. |t Traditions and Ways Forward in the United States / |r Jay Dorfman -- |t Technology and Invisibility in Music Teacher Education / |r Gena R. Greher -- |t Authentic Approaches to Music Education with Technology / |r Jonathan Savage -- |g 4A. |t Further Perspectives. |t Technology in Music Initial Teacher Education / |r Marina Gall -- |t Using Mobile Technologies and Problem-Seeking Pedagogies to Bridge Universities and Workplaces / |r Julie Ballantyne -- |t Application of Technology in Music Education in Selected African Countries / |r Benon Kigozi -- |t Defining and Acknowledging Music Education Technology in Music Teacher Training / |r Lauri Väkevä -- |t Learner Engagement and Technology Integration / |r Michael Medvinsky -- |g 4B. |t Core Perspectives. |t Faculty Development in and through the Use of Information and Communication Technology / |r Patricia A. Gonzalez-Moreno -- |t Educators' Roles and Professional Development / |r Evangelos Himonides -- |t Music Technology Pedagogy and Curricula / |r David A. Williams -- |g 4B. |t Further Perspectives. |t Why Isn't Music Education in the United States More Twenty-First-Century PC? / |r Barbara Freedman -- |t Generating Intersections between Music and Technology / |r Matthew Hitchcock-- |t Preparing for Change and Uncertainty / |r Valerie Peters. |
| 650 | 0 | |a Music |x Instruction and study |x Technological innovations. | |
| 650 | 7 | |a Music |x Instruction and study |x Technological innovations. |2 fast |0 (OCoLC)fst01030370 | |
| 700 | 1 | |a Ruthmann, Alex, |e editor. | |
| 700 | 1 | |a Mantie, Roger, |e editor. | |
| 830 | 0 | |a Oxford handbooks. | |
| 907 | |a 3980004 |b 06-24-19 |c 06-19-19 | ||
| 998 | |a w |b 06-24-19 |c m |d a |e - |f eng |g nyu |h 4 |i 1 | ||
| 994 | |a C0 |b TXM | ||
| 945 | |a 780.71 |b Ox223 |g 1 |i 33082017290809 |j 0 |l w4 |o - |p $150.00 |q - |r - |s - |t 0 |u 1 |v 1 |w 0 |x 1 |y .i22230798 |z 06-19-19 | ||
| 999 | f | f | |i 97a61256-5f6a-4245-b2c6-64d7e53043a8 |s d01f750c-3bb4-4a6e-b1c3-43ee247e54b1 |t 0 |
| 952 | f | f | |p Circulating |a Middle Tennessee State University |b Main |c James E. Walker Library |d Main Collection - Walker Library - 2nd Floor |t 0 |e MT1 .O97 2017 |h Library of Congress classification |i Book |m 33082017290809 |n 1 |
