Navigating Music and Sound Education
Editor: Julie Ballantyne and Brydie-Leigh Bartleet
Date Of Publication: Mar 2010
Isbn13: 978-1-4438-1843-8
Isbn: 1-4438-1843-7
Navigating Music and Sound Education has been specifically written for pre-service teachers who are studying music education curriculum or pedagogy subjects. It features the voices of leading international academics in the field to illuminate issues of importance in preparing pre-service teacher education students. The engaging examples provided in each chapter are drawn from real-life educational settings, and enable readers to critically explore the perspectives presented by the authors and consider the application of such perspectives in their future practice.

Julie Ballantyne is the Director of Learning and Teaching in the School of Music at the University of Queensland. She sits on various editorial boards, including the International Journal of Music Education and has published in areas such as music teacher education, social justice in teacher education, the psychological and social impact of music participation at music festivals, and teacher identity. She has presented at various international conferences both in Australia and overseas, and has led an Australian Learning and Teaching Council Grant (known as Music Teachers Oz) that used online, collaborative case-based learning in music education courses across Australia.

Brydie-Leigh Bartleet is a Lecturer in Research and Music Literature at the Queensland Conservatorium Griffith University. For the past two years, she has worked on the ARC funded project, ‘Sound Links: Exploring the dynamics of musical communities in Australia and their potential for informing collaboration with music in schools’. She has also worked as a sessional Lecturer at the University of Queensland, and as a freelance conductor has worked with ensembles from Australia, Thailand, Singapore and Taiwan. She has published widely on issues relating to community music, women conductors, peer-learning in conducting and feminist pedagogy, and is currently editing two books on music research and music autoethnography. She is also on the editorial board for the International Journal of Community Music.

“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”

—Professor Graham F. Welch, University of London; President, International Society of Music Education

“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”

—Associate Professor Peter Dunbar-Hall, University of Sydney

“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”

—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President

Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.

Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.

It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen

Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.

Kari K Veblen

University of Western Ontario

British Journal of Music Education

October 2011

Price Uk Gbp: 39.99
Price Us Usd: 59.99

Sample pdf (including Table of Contents)