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Curriculum Philosophy and Theory for Music Education Praxis最新文献

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19th and 20th Century Philosophical Foundations of Curriculum 19和20世纪课程的哲学基础
Curriculum Philosophy and Theory for Music Education Praxis Pub Date : 2021-09-16 DOI: 10.1093/oso/9780197558690.003.0003
Thomas A. Regelski
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引用次数: 0
Curriculum as and for Praxis 作为实践的课程
Curriculum Philosophy and Theory for Music Education Praxis Pub Date : 2021-09-16 DOI: 10.1093/oso/9780197558690.003.0006
Thomas A. Regelski
{"title":"Curriculum as and for Praxis","authors":"Thomas A. Regelski","doi":"10.1093/oso/9780197558690.003.0006","DOIUrl":"https://doi.org/10.1093/oso/9780197558690.003.0006","url":null,"abstract":"In this chapter, the cumulative effect of the previous five chapters supports a model of a praxis-oriented curriculum. The basic emphasis is designing curriculum that facilitates and promotes musicing by students and skills that can be used outside of school and after graduation. WARNING: Reliance on (i.e., thoughtlessly imitating) this model is not recommended. The model cannot be understood without consulting at least Chapters Three through Five. The three dimensions of a praxical curriculum are identified as (a) the action or praxis dimension, (b) the musicianship or competency dimension, and (c) the dimension that addresses attitudes, values, and personal rewards. A model of such a curriculum for middle school chorus is presented, as edited by the author and several in-service chorus teachers. It can easily be a model for the various curricular needs of band, orchestra, and general music classes. It concludes with suggestions for means of evaluating a praxical curriculum. Such a curriculum is situated: it obtains only in regard to specific conditions in a particular school—though multiple teachers in a school district can and should be guided by a shared curriculum they developed together.","PeriodicalId":381230,"journal":{"name":"Curriculum Philosophy and Theory for Music Education Praxis","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121427934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Contemporary Perspectives for Curriculum Theory 课程理论的当代视角
Curriculum Philosophy and Theory for Music Education Praxis Pub Date : 2021-09-16 DOI: 10.1093/oso/9780197558690.003.0004
Thomas A. Regelski
{"title":"Contemporary Perspectives for Curriculum Theory","authors":"Thomas A. Regelski","doi":"10.1093/oso/9780197558690.003.0004","DOIUrl":"https://doi.org/10.1093/oso/9780197558690.003.0004","url":null,"abstract":"This chapter thoroughly examines practice theory and its more recent cousin, praxis theory. Practice theory has three aspects: theoria, technē, and praxis. It is not to be confused with the commonplace use of the word “practice.” Thus, some details are needed to correct frequent misunderstanding of the term and theory by many authors. Extensive application to musicing and music curriculum helps understand these key ideas and their importance for music teachers. In addition, action learning is stressed for its relationship to community musicing, and post-modernism is explored both for its circularity and for its critical usefulness in exposing the metanarratives of traditional schooling.","PeriodicalId":381230,"journal":{"name":"Curriculum Philosophy and Theory for Music Education Praxis","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131107347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Traditional Philosophical Foundations of Curriculum 课程的传统哲学基础
Curriculum Philosophy and Theory for Music Education Praxis Pub Date : 2021-09-16 DOI: 10.1093/oso/9780197558690.003.0002
Thomas A. Regelski
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引用次数: 0
Curriculum Models from Educational Theory 教育理论中的课程模式
Curriculum Philosophy and Theory for Music Education Praxis Pub Date : 2021-09-16 DOI: 10.1093/oso/9780197558690.003.0005
Thomas A. Regelski
{"title":"Curriculum Models from Educational Theory","authors":"Thomas A. Regelski","doi":"10.1093/oso/9780197558690.003.0005","DOIUrl":"https://doi.org/10.1093/oso/9780197558690.003.0005","url":null,"abstract":"This chapter presents a range of models from educational theory. Some are thoughtless habits that protect the status quo of practices for transmission of past knowledge, while others are more productive of transformation of schools, students, and society. First discussed is basic studies/essentialism, the dysfunctional default setting of many schools and educators. Especially problematic for music educators is perennialism, a commitment to the supposed “Great Works” and “great ideas” of Western civilization. More helpfully, progressivism is then addressed as based in Dewey’s pragmatic theory of “learning by doing.” Finally, reconstructionism and critical theory share an emphasis on overcoming social status quo class divisions that the traditional approaches to schooling were transmitting.","PeriodicalId":381230,"journal":{"name":"Curriculum Philosophy and Theory for Music Education Praxis","volume":"177 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124385336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Basics of Curriculum 课程基础
Curriculum Philosophy and Theory for Music Education Praxis Pub Date : 2021-09-16 DOI: 10.1093/oso/9780197558690.003.0001
Thomas A. Regelski
{"title":"Basics of Curriculum","authors":"Thomas A. Regelski","doi":"10.1093/oso/9780197558690.003.0001","DOIUrl":"https://doi.org/10.1093/oso/9780197558690.003.0001","url":null,"abstract":"This chapter considers the basics of curriculum. It is concerned to overcome the taken-for-granted idea that “curriculum” is the sum total of activities and of ensemble concert literature. Therefore, it particularly distinguishes a “curriculum,” as described in the following pages from a “program.” It provides accounts of four different kinds of curriculum: formal (written) curriculum, instructed (or “delivered”) curriculum, action (learned praxical) curriculum. Also covered is the unavoidable conditions in each school and class or the “hidden curriculum.” A substantial critique of “methodolatry” and ‘delivery methods’ follows to establish two basic themes visited often in the rest of the text. Finally, an overview of the following chapters is offered.","PeriodicalId":381230,"journal":{"name":"Curriculum Philosophy and Theory for Music Education Praxis","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129819925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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