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Teacher Education and Music Education: an editorial view

Published online by Cambridge University Press:  18 December 2008

Keith Swanwick  and
John Paynter
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Abstract

The articles in this Issue of the BJME are all focused on the education of music teachers, though from different parts of the world. Betty Hanley, writing from Canada, is concerned especially with students' involvement in their own learning and with the development of student competencies and the ability to be critical; while another Canadian colleague, Hugh Johnston, investigates the importance of feedback and peer-assessment in teacher education, with special reference to acquiring the skills of rehearsing and directing performance groups.

Type
Research Article
Information
British Journal of Music Education , Volume 10 , Issue 1 , March 1993 , pp. 3 - 8
Copyright
Copyright © Cambridge University Press 1993

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References

End Notes

‘…one learns about sound only by making sound, about music only by making music. All our investigations into sound should be certified empirically by making sounds ourselves and by examining the results…contact with musical sound is made and this is more vital than the most gluttonous listening program imaginable.’ (Schafer, R. M. (1967) Ear Cleaning: Notes for an Experimental Music Course. Don Mills. BMI Canada Ltd. p. 1.)Google Scholar
Swanwick, K. (1990) The Necessity of Teacher Education, Chapter in Initial Teacher Education, Ed. Graves, N., Kogan Page.Google Scholar