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(More customer reviews)Are you a musician or a music teacher who wonders how music and music education fit into the grand scheme of society? If you've questioned your traditions and practices, then this is the book for you. Having read other's attempts to put forth a philosophy of music education and felt as if it went no where, I can tell you that the ideas in this little book are not circular. They make sense. Froehlich cites a number of writers Marx, Weber, Adorno, Blacking and Small, to name a few. Readers will find this book especially challenging if they have been teaching music to others with the purpose of perpetuating time-honored traditions of "classical" styles. This author builds a good case for including different genres of world music in school curricula for the purpose of "building bridges."
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Outlining the basic aspects, constructs and concepts relevant to understanding music teaching and learning from a sociological perspective, this volume introduces readers to the discipline as a tool in understanding their own work. The volume shows how certain academics in music, sociology and education have thought about the relationship of music to education, schooling and society and examines the consequences of such thinking for making instructional choices in teaching methods and repertoire selection. The authors examine the question of why look at music education from a sociological perspective, and look at sociological concepts relevant to music education, texts in the sociology of music and their relevance for music education, and thoughts of selected ethno-musicologists, music sociologists, and cultural theorists, as well as providing an introduction to major sociology of education theories, the applications of important constructs in the sociology of education, basic aspects of occupational socialization, issues of identity construction for music professionals and implications for the sociologically informed music teacher. For music educators and musicians.
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