A collection that considers the following key issues: the inclusion of music as part of the compulsory school curriculum in the context of the historical and political landscape; the aims, objectives and content of the music curriculum as a compulsory subject; teaching methods; and, the experiences of pupils experiencing this musical education.
This landmark collection will explore the origins and foundations of music education across five continents. The introduction of music as a compulsory subject in schools is of unique significance for music educationists and researchers. However, their shared knowledge of this phenomenon is fragmentary and there is consequently a need for more comprehensive documentation and analysis of the foundational aspect of school music from a variety of international perspectives. Origins and Foundations of Music Education considers the following key issues: the inclusion of music as part of the compulsory school curriculum in the context of the historical and political landscape; the aims, objectives and content of the music curriculum as a compulsory subject; teaching methods; the provision and training of teachers of music; the experiences of pupils experiencing this musical education. Contributors have been carefully selected to represent countries which have incorporated music into compulsory schooling for a variety of differing reasons giving a diverse collection which will guide future actions and policy.
The collection is an invaluable tool for the researcher, offering insight on historical developments, most obviously, but also on philosophical questions of the nature and purpose of music education, and political and sociological debates about the wider social contexts of institutional learning.
