The MENC Handbook of Research on Music Learning, Volume 2: Applications brings together the best and most current research on best practice for music learning, focusing squarely on the profession's empirical and conceptual knowledge of how students gain competence in music at various ages and in different contexts. The collection of chapters, written by the foremost figures active in the field, addresses a range of best practices for approaching current and important areas in the field, including cognition and perception, music listening, vocal/choral learning, and the needs of special learners. The book's companion volume, Strategies, provides the solid theoretical framework and extensive research upon which these practices stand. Throughout both volumes in this essential set, focus is placed on the musical knowledge and musical skills needed to perform, create, understand, reflect on, enjoy, value, and respond to music. A key point of emphasis rests on the relationship between music learning and finding meaning in music, and as music technology plays an increasingly important role in learning today, chapters move beyond exclusively formal classroom instruction into other forms of systematic learning and informal instruction. Either individually or paired with its companion Volume 1: Strategies, this indispensable overview of this growing area of inquiry will appeal to students and scholars in Music Education, as well as front-line music educators in the classroom.

New Dimensions of Sport in Modern Europe offers new perspectives on European sport history in the ‘long twentieth century’ designed to challenge and deconstruct what might be considered ‘traditional’ or more familiar Euro-centric conceptions and geographies of sport and leisure—especially those deriving from the leading hotbeds of European sport history. This anthology adds to the growing corpus of explorations of sport and leisure in late-modern European history from a variety of countries: France, Spain, Finland, Hungary, Bulgaria, and Slovenia. With topics covering several different sports and ranging from sport during empire to mega-events, and sport literature to women’s sport attire, the insights provided by this new body of research demonstrate a greater understanding of the connections between sport and society in Europe throughout the long twentieth century. This book was originally published as a special issue of The International Journal of the History of Sport.

This collection of previously published articles, chapters and keynotes traces both the theoretical contribution of Lucy Green to the emergent field of the sociology of music education, and her radicalhands-on practical work in classrooms and instrumental studios. The selection contains a mixture of material, from essays that have appeared in major journals and books, to some harder-to-find publications. It spans issues from musical meaning, ideology, identity and gender in relation to music education, to changes and challenges in music curricula and pedagogy, and includes Green‘s highly influential work on bringing informal learning into formal music education settings. A newly-written introduction considers the relationship between theory and practice, and situates each essay in relation to some of the major influences, within and beyond the field of music education, which affected Green‘s own intellectual journey from the 1970s to the present day.

This book focuses on the role of education in relation to music and gender. Invoking a concept of musical patriarchy and a theory of the social construction musical meanings, Lucy Green shows how women's musical practices and gendered musical meanings have been reproduced, hand in hand, through history. Covering a wide range of music, including classical, jazz and popular styles, Dr Green uses ethnographic methods to convey the everyday interactions and experiences of girls, boys, and their teachers. She views the contemporary school music classroom as a microcosm of the wider society, and reveals the participation of music education in the continued production and reproduction of gendered musical practices and meanings.

Moving back through Dewey, Heidegger, Nietzsche, and Rousseau, the lineage of Western music education finds its origins in Plato and Pythagoras. Yet theories not rooted in the ancient Greek tradition are all but absent. A Way of Music Education provides a much-needed intervention, integrating ancient Chinese thought into the canon of music education in a structured, systematized, and philosophical way. The book's three central sources - the Yijing (The Book of Changes), Confucianism, and Daoism - inform author C. Victor Fung's argument: that the human being exists as an entity at the center of an organismic world in which all things and events, including music and music education, are connected. Fung ultimately proposes a new educational philosophy based on three key ideas in Chinese thought: change, balance, and liberation. A unique work, A Way of Music Education offers a universal approach engrained in a specific and ancient cultural tradition.

In February 2014 an international seminar on musical dynamics and creativity in Africa was held at Tor Vergata University of Rome. The topic and the approach were strongly influenced by issues that Gerhard Kubik believed should have been addressed for a long time, such as the attention to cultural and social dynamics, with a specific emphasis on the creativity of individuals. Beside his keynote address, Music Traditions, Change and Creativity in Africa includes the contributions presented by scholars from different countries, particularly active in the East African area and in dialogue with Italian researchers who have field experience in the same region. Music Traditions, Change and Creativity in Africa is the first monograph of a series of volumes connected and inspired to the journal Etnografie Sonore / Sound Ethnographies (www.soundethnographies.it), which Giorgio Adamo and his colleagues recently founded. Along with the papers multimedia contents are also available online.

Issues in Music Teaching stimulates critical reflection on a range of topics related to the teaching and learning of music in both the primary and secondary school, including: the place of music in the curriculum the nature of music and music education ICT and music education music education and individual needs continuity and progression in music education The book prompts the reader to be analytical and critical of theory and practice, and to become an autonomous professional and curriculum developer.

In March 2020, the COVID-19 pandemic swept the world causing physical, emotional, economic, and social upheaval in every part of the globe. It also catalyzed a renewed interrogation, by music education faculty in higher education, of philosophies and practices that had long gone unexamined. Music Education on the Verge: Stories of Pandemic Teaching and Transformative Change is a collection of narratives by music teacher-educators describing how they responded to the disruption of the COVID-19 pandemic with, and for, their students. Through these stories, the authors step back and reflect on the events, challenges, triumphs, and innovations discovered as they prepared the next generation of music educators in this time of crisis. They tell stories of reexamining old frameworks, discovering new affordances of technologies, humanizing pedagogy, deepening culturally responsive and sustaining experiences, and creating space for democratic practices. Each chapter offers examples of innovative music pedagogy that can be adapted and applied by music educators and music teacher educators with their students. Collectively, they paint a picture of possibilities, challenging music teacher-educators— and educators in all fields— to seek out openings and pursue pedagogies of change as we move forward into a post-pandemic world.