Open Daily: 10am - 10pm | Alley door pickup 10am - 7pm 3038 Hennepin Ave Minneapolis, MN
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  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
Music Learning and Teaching in Infancy, Childhood, and Adolescence: An Oxford Handbook of Music Education, Volume 2

Music Learning and Teaching in Infancy, Childhood, and Adolescence: An Oxford Handbook of Music Education, Volume 2

McPherson, Gary
Welch, Graham

Paperback

Series: Oxford Handbooks

General MusicMusic Instruction: General

ISBN10: 0190674598
ISBN13: 9780190674595
Publisher: Oxford Univ PR
Published: May 24 2018
Pages: 368
Weight: 1.35
Height: 1.00 Width: 6.70 Depth: 9.60
Language: English
Music Learning and Teaching in Infancy, Childhood, and Adolescence is one of five paperback books derived from the foundational two-volume Oxford Handbook of Music Education. Designed for music teachers, students, and scholars of music education, as well as educational administrators and policy makers, the second book in this set explores a broad array of key issues, concepts, and debates related to music learning and teaching in three phases of a child's development.

The first section provides an expanded view of infancy and early childhood, embracing a key theme that most young children's early music-making is improvised and used to communicate with others and the self. These chapters demonstrate the importance of motherese or parentese to young children's overall development, the extraordinary diversity and richness of children's early musical engagement, and how this can be viewed as a resource for further learning.

The second section is devoted to the learning and teaching of music during the middle years of childhood, when music is often a mandated part of the school curriculum. While recognizing the enormous cultural and national differences, chapters in this section give an overview of many varied and innovative forms of musical learning and teaching globally. The authors address issues related to the types of teachers who provide music instructions to children internationally, how they were educated and trained, and how various nations organize their curriculum in ways that provide children with access and opportunities to engage with music in the classroom.

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