by Patrick K. Schmidt & Cathy BenedictMore than 75 years after the 1936 Yearbook was published, a globalized
society continues to advance the not-always-equal exchange of social, cultural,
and economic markers. Music is not only an integral element in
such exchanges—as a commodity and a set of practices—but also central
to discussions about education within and outside schooling
by Richard ColwellMusic has pervaded American history since the founding fathers sang
hymns aboard the Mayflower. From that time until the present, music has
been so embedded in U.S. society that it is experienced subconsciously in
events and activities that are a part of daily life. Learning and instruction
take place in the home, in churches, in the community, and from private
entrepreneurs, as well as in schools. Thus, learning and teaching in
music are heavily dependent on cooperation between parents and community,
and on tradition and custom.
by Paul WoodfordThis chapter seeks to draw needed attention to some of
music’s social and political meanings by way of illustrating how it contributes to the shaping of people’s perceptions and understandings of their world.
by Patrick K. SchmidtThe rationale for an education in and through music that this chapter
provides is centered on place, arguing that it can offer a rupture in persistently
reproductive patterns within education. It does so by considering
place as an influential construct in the development of our capacities for
by David E. MyersThis chapter frames issues of adult music learning within a lifespan perspective. A lifespan perspective
does not segment adult music education into a specialized practice
of highly differentiated strategies from those of childhood; rather, it
envisions seamless relationships among music learning in educational
settings, people’s self-initiated lifelong music experiences outside such
settings, and the assurance of richly diverse and developmentally appropriate opportunities for continued music learning through adulthood.
by Patrick M. JonesThe key issues that challenge collegiate music education programs reviewed in this chapter include changing demographics and tastes in music; transformation of the music industry; new technologies that alter the way people interact, access information, and engage musically;
cultural and financial changes in higher education; changing
expectations for primary and secondary schools; and nonschool providers of music education services.
by Graça MotaThis chapter aims to introduce a critical reflection on the field of music
education in higher education, using the Bologna Declaration and the
European context as a backdrop.
by Carlos Xavier RodriguezIn this chapter, I share my thoughts regarding the future role of popular
music in music education at a moment when there seems to be greater
receptiveness to this idea than ever before.
by Cathy BenedictIt is the goal and the purpose on which the utopia is based that merit
attention. As such, in this chapter, I engage in what Gilroy (in Shelby & Gilroy, 2008) referred to as a “utopian exercise” in order to think
through our3 “romance with” (p. 134) music as “part of the core curriculum” and as “balanced, comprehensive, and sequential” (National Association for Music Education [NAfME], 2011b).
by Cecila Ferm Thorgersen & Eva Georgii-HemmingThis chapter takes into account and discusses innovative learning in the
21st digital and communicative century based on life-world-phenomenology
and Hannah Arendt’s view of democracy. From this point of view, we
address and discuss how democratic practices can offer innovative musical
learning in relation to what is taking place in research and educational
projects in Sweden and the Nordic countries.
by Lauri VäkeväIn this chapter, I will argue that (1) mediation is one of the most important aspects of digital artistry and that (2) the pedagogical implications of recognizing this are significant concerns to music educators (see also Väkevä, 2006, 2009, 2010).
by Matthew D. ThibeaultThis chapter argues for the critical engagement of the music education
profession to amplify positive change. This is a pragmatic view of technological
change (Hickman, 2001; Waddington, 2010) that emphasizes
agency within the interplay of wants, needs, values, and practices as people
change and are changed by technological innovation.
by Cathy BenedictEach of the authors in this Yearbook spoke to the multiple responsibilities
and challenges of education in our contemporary society, each of
which intersects the internal needs and realities of our nation-state, the
demands of information technology growth, as well as the economic
codependency and the cultural changes fostered by global interactions.