Hostname: page-component-cd9895bd7-gxg78 Total loading time: 0 Render date: 2024-12-28T01:18:54.709Z Has data issue: false hasContentIssue false
  • English
  • Français

Pathways from global education understandings to teaching music

Published online by Cambridge University Press:  02 June 2010

Anne Power  and
Mike Horsley
Anne Power
Affiliation:
University of Western Sydney and University of Central Queensland, Australiaam.power@uws.edu.au, m.horsley@cqu.edu.au
Mike Horsley
Affiliation:
University of Western Sydney and University of Central Queensland, Australiaam.power@uws.edu.au, m.horsley@cqu.edu.au
Get access Rights & Permissions [Opens in a new window]

Abstract

Research has shown that undergraduate disciplinary study provides new teachers with knowledge schemas derived from their discipline. The key question considered in this article is: what existing disciplinary knowledge do pre-service music teachers call upon to construct their schemas of global education? This is a critical question as global education is introduced to a range of national curriculums. Further, this article investigates ways music disciplinary schemas connect with knowledge, skills and values for pre-service teachers of high school music, and how this influences their approach, understanding and future teaching of global education. The conclusion is that global education, with its knowledge, skills and attitudes, pervades all school subjects and that teaching music incorporates global knowledge, skills and attitudes in quite specific ways.

Type
Research Article
Information
British Journal of Music Education , Volume 27 , Issue 2 , July 2010 , pp. 141 - 150
Copyright
Copyright © Cambridge University Press 2010

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

AUSTRALIAN BUREAU OF STATISTICS CENSUS (2006) http://www.censusdata.abs.gov.au/ABSNavigation/prenav/TopicList?prenavtabname=Topic%20List&collection=Census&period=2006. Accessed 23 January 2009.Google Scholar
AUSTRALIAN MUSIC CENTRE (2004) http://www.amcoz.com.au/education/universities.asp. Accessed 23 January 2009.Google Scholar
BROWN, S., COLLINS, A. & DUGUID, P. (1989) ‘Situated cognition and the culture of learning’, The Educational Researcher, 18 (1), 32–42.CrossRefGoogle Scholar
CURRICULUM CORPORATION (2002) Global Perspectives: A Statement on Global Education for Australian Schools. Melbourne: Commonwealth of Australia.Google Scholar
DUNBAR-HALL, P. (2005) ‘Training, community and systemic music education: The aesthetic of Balinese music in different pedagogic settings’, in Campbell, P. S. & Schuipers, H. (Eds), Cultural Diversity in Music Education (pp. 125–132). Brisbane: Australian Academic Press.Google Scholar
FAIRLEY, I. (2001) ‘The ‘local’ and the ‘global’ in popular music’, in Frith, S., Straw, W. & Street, J. (Eds), The Cambridge Companion to Pop and Rock (pp. 272–289). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
GLOBAL EDUCATION. Teacher resources supporting the integration of a global perspective across the curriculum. http://www.curriculum.edu.au/mceetya/melbourne_declaration,25979.html. Accessed 23 January 2009.Google Scholar
HORSLEY, M., NEWELL, S. & STUBBS, B. (2005) ‘The prior knowledge of global education of pre-service teacher education students’, Citizenship, Social and Economics Education, 6 (3)137–155.Google Scholar
JOWERS, P. (1993) ‘Beating new tracks: WOMAD and the British World Music movement’, in Miller, S. (Ed.), The Last Post: Music after Modernism (pp. 52–87). Manchester: Manchester University Press.Google Scholar
KUBOW, P. (2002). ‘Preparing future secondary teachers for citizenship educator roles: A possible direction for pre-service education in the new century’, in Cheng, V., Tsui, K., Chow, K. & Mok, M. (Eds), Subject Teaching and Teacher Education in the New Century: Research and Innovation (pp. 249–271). Dordrecht: Kluwer Academic Publishers.Google Scholar
LAMBERT (2000). ‘Teaching through a lens: The role of subject expertise in the teaching of geography’, in Cheng, V., Tsui, K., Chow, K. & Mok, M. (Eds), Subject Teaching and Teacher Education in the New Century: Research and Innovation (pp. 349–373). Dordrecht: Kluwer.Google Scholar
LAVE, J. & WENGER, E. (1991) Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
LEONG, S. (2003) Musicianship in the 21st Century: Issues, Trends and Possibilities. Sydney: Australian Music Centre.Google Scholar
LOVINS, L. (2006) TH (Treehugger) Interview. http://www.treehugger.com/files/2006/03/the_th_intervie_9.php. Accessed 23 January 2009.Google Scholar
MCCARTHY, M. (Ed.) (2004) Toward a Global Community: The International Society for Music Education 1953–2003. Perth, Australia: International Society for Music Education.Google Scholar
MELBOURNE DECLARATION OF EDUCATIONAL GOALS FOR YOUNG AUSTRALIANS (2008) http://www.curriculum.edu.au/mceetya/melbourne_declaration,25979.html. Accessed 23 January 2009.Google Scholar
OMOLO-ONGATI, R. (2005) ‘Prospects and challenges of teaching and learning musics of the world's cultures: an African perspective’, in Campbell, P. S. & Schuipers, H. (Eds), Cultural Diversity in Music Education. Brisbane: Australian Academic Press.Google Scholar
PERLMAN, M. (2004) Unplayed Melodies: Javanese Gamelan and the Genesis of Music Theory. Berkeley: University of Los Angeles Press.Google Scholar
RIEL, M. (1993) ‘Global education through learning circles’, in Harasim, L. (Ed.), Global Networks: Computers and International Communication. Cambridge, MA: MIT Press.Google Scholar
ROGOFF, B. (1998) ‘Cognition as a collaborative process’, in Damon, W., Kuhn, D. & Siegler, R. (Eds), Handbook of Child Psychology 2, 5th edition (pp. 679–744). New York: Wiley.Google Scholar
ROGOFF, B., MATUSOV, B. & WHITE, S. (1996) ‘Models of teaching and learning: Participation in a community of learners’, in Olson, D. & Torrance, N. (Eds), The Handbook of Cognition and Human Development (pp. 388–414). Oxford: Blackwell.Google Scholar
VYGOTSKY, L. (1980) Mind in Society: Development of Higher Psychological Processes. Cole, Michael, John-Steiner, Vera, Scribner, Sylvia & Souberman, Ellen (Eds). Harvard: Harvard University Press.CrossRefGoogle Scholar