This volume is intended for music educators, including practising and intending teachers in schools and colleges and instrumental instructors. The book is equally for anyone who invents or performs music, and for those who are curious about the ways in which we respond to music. It should find its way to those interested in the value and function of music, to professionals in the growing fields of music psychology and sociology. Ideas here are intended to stimulate those who do not necessarily think of themselves as "teachers" in a formal sense, but who are in some ways involved in the world of music. The first two chapters are concerned with music itself, with its value and metaphorical significance and with the social context of musical understanding. These are important issues for musicians and music educators. Central chapters of the book focus on music education. Through practical examples Keith Swanwick teases out the layers of musical experiences and sets out fundamental principles for music educators whatever the context of music teaching. In many countries demand for accountability has led to the development of state guidelines, national curricula or "standards".
Valid and reliable assessment of students' work has become a vital issue. These implications are addressed in a clear and concise manner. The book ends with a consideration of the relationship between institutionalized music education and the wider community, suggesting ways in which formal music education in schools and colleges may adapt to a changing world.
Table of Contents
1. Musical value 2. Music as culture: the space between 3. Principles of music education 4. Why and how of musical assessment 5. What of the future?