Bücher der Reihe Landscapes: the Arts, Aesthetics, and Education

Distinctive and unique in its approach, this book opens up art education to the broader field of social enquiry into practice, subjectivity and identity. It draws upon important developments in contemporary philosophy and the social sciences and applies this to the professional field of art in education.

This volume looks forward and re-examines present day education and pedagogical practices in music and dance in the diverse cultural environments found in Oceania.

Based on topics that frame the debate about the future of professional music education, this book explores the issues that music teachers must confront in a rapidly shifting educational landscape.

This book aims to define new theoretical, practical, and methodological directions in educational research centered on the role of the body in teaching and learning.

This text asserts that an understanding of our musical worlds can be a transformative educational tool that can play a key role in multicultural music and arts education. It includes three personal narratives by musicians and comments from invited scholars.

'Here's a knocking indeed!' says the Porter in Shakespeare's Scottish play (Act II, Scene 3) and immediately puts himself into role in order to deal with the demands of such an early call after a late night of drinking and carousal: 'If a man were porter of hell-gate...'.

Teaching Singing in the 21st Century

This detailed, intimate volume tells the story of the world's largest musical competition, Japan's All-Japan Association contest, which has over 500,000 participants. It also examines music pedagogy in Japan and explores its influence on cultural identity.

This book aims to define new theoretical, practical, and methodological directions in educational research centered on the role of the body in teaching and learning.

Young Audiences, Theatre and the Cultural Conversation

Assessment in Music Education: from Policy to Practice

"Since singing is so good a thing,I wish all men would learne to sing" (William Byrd, 1588)Over the centuries, there has been reluctance among boys and men to become involved in some forms of singing.

The contributors explore from various angles the relationship between the pressure on music education and the foundations of our technical and rationalized modern society and lead the way on the indispensable first steps towards reconnecting the cultural practices of education with music and its valuable contributions to personal development.

This volume offers educators, higher education institutions, communities and organizations critical understandings and resources that can underpin respectful, reciprocal and transformative educative relationships with First Peoples internationally. With a focus on service learning, each chapter provides concrete examples of how arts-based, community-led projects can enhance and support the quality and sustainability of First Peoples¿ cultural content in higher education. In partnership with communities across Australia, Aotearoa New Zealand, Canada and the United States, contributors reflect on diverse projects and activities, offer rich and engaging first-hand accounts of student, community and staff experiences, share recommendations for arts-based service learning projects and outline future directions in the field.

Each section is preceded by an introduction and the author has written a post scriptum for each article to offer a commentary or response to the article from the current perspective.

This book fills a gap in the literature of 21st century international visual arts education by providing a structured approach to understanding the benefits of Philosophical Realism in art education, an approach that has received little international attention until now.

This book thoroughly explains why young people (ages 14-25) do or do not attend theatre into adulthood by delineating how three inter-linked factors-literacy, confidence, and etiquette-influence their decisions.

This book offers insights into the exciting dynamics permeating creative arts education in the Greater China region, focusing on the challenges of forging a future that would not reject, but be enriched by its Confucian and colonial past.