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Including Adulthood in Music Education Perspectives and Policy: A Lifespan View


by David E. Myers - 2012

This 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.

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This article originally appeared as NSSE Yearbook Vol 111, No. 1.


Cite This Article as: Teachers College Record Volume 114 Number 13, 2012, p. 74-92
https://www.tcrecord.org ID Number: 18355, Date Accessed: 12/4/2021 8:40:53 PM

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About the Author
  • David Myers
    University of Minnesota
    E-mail Author
    DAVID E. MYERS is professor/director, School of Music, University of Minnesota. He is a governing board member of St. Paul Chamber Orchestra, an evaluator for the National Association of Schools of Music, and a board member of the College Music Society. He has taught at UW–Madison, Sydney University (Australia), and Georgia State, where he founded the award-winning Center for Educational Partnerships in Music and a Ph.D. program. He is American consultant for a European joint master’s degree and has been a grants panelist/chair for the NEA and a curriculum consultant for Live From Lincoln Center. He has written widely and spoken internationally on lifespan music learning, and his research has been funded by NEA, Texaco, and FIPSE.
 
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