Rowman & Littlefield Publishers / National Association for Music Education (NAfME)
Pages: 224
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Trim: 6¼ x 9¼
978-1-4758-0990-9 • Hardback • May 2015 • $115.00 • (£88.00)
978-1-4758-0991-6 • Paperback • May 2015 • $56.00 • (£43.00)
978-1-4758-0992-3 • eBook • May 2015 • $53.00 • (£41.00)
Susan Wharton Conkling is a professor of music and music education at Boston University, where she teaches courses in conducting, choral methods, and doctoral-level research. As a teacher and scholar, Conkling has been a leading voice for the Scholarship of Teaching and Learning movement in the performing arts, beginning with a Carnegie Fellowship in 1999. She also is well-known for her efforts to create professional development partnerships between public schools and collegiate schools and departments of music. Her research interests include the professional development of music teachers, particularly in schools affected by poverty and income inequality, and the designs for and intersections of learning experiences in postsecondary institutions. Conkling serves as the national chair of the Society for Music Teacher Education.
INTRODUCTION: CREATING VISION FOR MUSIC TEACHER EDUCATION
Douglas C. Orzolek
CHAPTER 1: VISIONS OF GOOD TEACHING
Karen Hammerness
CHAPTER 2: MAPPING NEW LANDSCAPES FOR MUSIC TEACHER EDUCATION
Janet R. Barrett
CHAPTER 3: PEDAGOGY AND MISSION: VINCENTIAN PERSONALISM AND COCREATION OF MUSICAL EXPERIENCE
Jacqueline Kelly-McHale
CHAPTER 4: ALIGNING VISION WITH PRACTICE: REDESIGNING TRADITIONAL MUSIC TEACHER EDUCATION THROUGH IMMERSIVE LEARNING
John W. Scheib, Karin S. Hendricks, Ryan M. Hourigan, and Kimberly J. Inks
CHAPTER 5: TEACHING FREE IMPROVISATION: BUILDING A RESPONSIVE PEDAGOGY THROUGH CORE PRACTICES
Kimberly Lansinger Ankney and Daniel J. Healy
CHAPTER 6: THE SHOE THAT DOESN’T FIT: CONTEXTUALIZING MUSIC TEACHER EVALUATION
Cara Bernard
CHAPTER 7: METAPHOR AS A TOOL FOR UNDERSTANDING (AND QUESTIONING?) PRESERVICE MUSIC TEACHERS’ BELIEFS
Heather Nelson Shouldice
CHAPTER 8: GOAL-SETTING IN AN ENSEMBLE-BASED FIELD EXPERIENCE
Linda C. Thornton and Jason B. Gossett
CHAPTER 9: ENVISIONING REFLECTION: COLLABORATIVE SELF-STUDY IN A MUSIC EDUCATION METHODS COURSE
Ann Marie Stanley and Lynn Grossman
CHAPTER 10: VISION AND THE LEGITIMATE ORDER: THEORIZING TODAY TO IMAGINE TOMORROW
Brent C. Talbot and Roger Mantie
CHAPTER 11: UTOPIAN THINKING, COMPLIANCE AND VISIONS OF WONDERFUL TRANSFORMATION
Susan Wharton Conkling
BIBLIOGRAPHY
ABOUT THE EDITOR
ABOUT THE CONTRIBUTORS
This book is all about challenging the current status quo in U.S. music education. Conkling has encouraged the authors to envision new horizons for the profession. Philosophical, and with concrete ways to action change, this collection of thoughtful chapters brings those of us passionate about music teaching education face-to-face with the contexts in which we work by providing frameworks though which we might re-consider pedagogy, curriculum, program design, and the profession at large. From the perspective of an international understanding of music education, Envisioning Music Teacher Education gives us access to a progressive movement for change.
— Lee Higgins, president-elect, International Society for Music Education
Since 2005, the National Association for Music Education’s Society for Music Teacher Education has held a Symposium to advance and promote the practice of preparing music educators to teach in schools across the nation at the University of North Carolina at Greensboro. Each biennium that this Symposium has been held, it has grown in popularity and prestige, in large part due to the quality of the presentations that are part of the Symposium’s program. This book, edited by Susan Wharton Conkling, represents the excellent thinking and research summaries of many of the nation’s finest scholars engaged in preservice music teacher education from the 2013 Greensboro Symposium. It is a “must read” for graduate students and faculty who want to be leaders in envisioning an exciting new future for the profession.
— Glenn E. Niermann, past president, National Association for Music Education; Glenn Korff Chair of Music, Professor of Music Education and Associate Director, University of Nebraska-Lincoln
As a music administrator in higher education for the past twenty-five years, I have had the pleasure of working closely with many talented, caring, and creative music educators. In September 2013, I was invited to attend the symposium of the Society for Music Teacher Education for the first time, and there I observed a vibrant community of music faculty and graduate students from around the country – passionately engaged in conversations about their collective and individual visions for music teacher education programs. Envisioning Music Teacher Education gathers the reflections of some of these scholars, each articulating a different way of translating vision into practice. Congratulations to SMTE for the visionary work that continues to advance the profession.
— Sue Haug, director of the school of music, Penn State University and Vice president, National Association of Schools of Music (NASM)