R&L Education / National Association for Music Education (NAfME)
Pages: 254
•
Trim: 7⅜ x 9½
978-1-57886-464-5 • Hardback • July 2006 • $158.00 • (£123.00)
978-1-57886-465-2 • Paperback • August 2006 • $71.00 • (£55.00)
Carol Frierson-Campbell is assistant professor of music at William Paterson University, Wayne, New Jersey, where she teaches courses in music education and graduate research and coordinates the Arts in Urban Schools outreach project.
Chapter 1 Music Education Administration in An Urban Setting: The Stone Drops Deeper Here
Chapter 2 Surviving the First Year of Teaching Music in an Urban School District: The Music Administrator's Perspective
Chapter 3 The Power of Arts Teacher Leadership
Chapter 4 Five Simple Steps to Becoming a Music Teacher Leader in an Urban School
Chapter 5 I Plant My Feet on Higher Ground: Music Teacher Education for Urban Schools
Chapter 6 New Millennium Music Education: Alternative Certification and the Urban Setting
Chapter 7 Real World Methods: Preparing Future Music Teachers in Today's Classrooms
Chapter 8 Building Bridges: A Collaboration between Elementary Music Students and Music
Chapter 9 Music Education Students Teach At-Risk Children Private Instrumental Lessons
Chapter 10 Learning to Teach in the City: Privileged Music Education Majors Reach Underprivileged Children in an After-School Music Partnership
Chapter 11 Musical Heritage: Celebrating Families Through Music
Chapter 12 Creating and Sustaining Urban Music Education Collaborations
Chapter 13 Collaboration: The Key to Successful Professional Development for Urban Music Teachers
Chapter 14 Restructuring and Partnering in Urban Schools: Examples of Change, Cooperation, and Courage
Chapter 15 Learning through Music Creates Learning for Life
Chapter 16 Arts for All Sakes: Arts-Infused Curriculum as a School Reform Model
Chapter 17 Music in Urban School Reform: Know the Law - Be Accountable!
Chapter 18 Music Educators in the Urban School Reform Conversation
Teaching Music in the Urban Classroom is not a panacea. No manual on any subject, much less the teaching of music, can provide all of the answers to all of the trials of teaching in the urban classroom. This one is, however, a good first step. Why? Music educators play several roles in their professional lives. These include roles as students, leaders, and partners with other leaders. Sometimes their definitions blur, and the roles vary in sequence and timing. The pace of change in their roles is often accelerated for dedicated teachers in urban school classrooms. The contributors to this book have experienced the thrills and the challenges of urban classrooms. Their passionate commitment to helping others like them by sharing their knowledge and experiences compliments your own passionate commitment to success, both for yourself and for your students. So as you move into the urban classroom, let the music begin!
— Brenda Welburn, executive director, The National Association of State Boards of Education
Urban music educators, administrators, and those training music education students will find this book a valuable resource. Comprehensive in scope, it combines real-life experience with scholarly research to provide an excellent, practical guide for dealing with the issues confronting urban music education. I would highly recommend this much needed resource to everyone involved in the profession.
— Natalie Ozeas, director of the Preparatory School, associate professor of music education, and associate head, School of Music, Carnegie Melon