The teaching and learning of music around the world have evolved in diverse ways as social, industrial, and cultural developments have influenced the ways humans understand, organize, and collectivize music education. Revolutions in Music Education: Historical and Social Explorations chronicles major changes in music education that continue to shape practices in the twenty-first century. The contributors investigate the organizational, pedagogical, and strategic approaches to teaching music across the ages. The universality of music is manifest in the chapters of this book, providing meaning and insight from all geographic, socio-political, and economic contexts.

Mention twentieth-century Russian music, and the names of three &"giants&"&—Igor Stravinsky, Sergei Prokofiev, and Dmitrii Shostakovich&—immediately come to mind. Yet during the turbulent decade following the Bolshevik Revolution, Stravinsky and Prokofiev lived abroad and Shostakovich was just finishing his conservatory training. While the fame of these great musicians is widely recognized, little is known about the creative challenges and political struggles that engrossed musicians in Soviet Russia during the crucial years after 1917. Music for the Revolution examines musicians&’ responses to Soviet power and reveals the conditions under which a distinctively Soviet musical culture emerged in the early thirties. Given the dramatic repression of intellectual freedom and creativity in Stalinist Russia, the twenties often seem to be merely a prelude to Totalitarianism in artistic life. Yet this was the decade in which the creative intelligentsia defined its relationship with the Soviet regime and the aesthetic foundations for socialist realism were laid down. In their efforts to deal with the political challenges of the Revolution, musicians grappled with an array of issues affecting musical education, professional identity, and the administration of musical life, as well as the embrace of certain creative platforms and the rejection of others. Nelson shows how debates about these issues unfolded in the context of broader concerns about artistic modernism and elitism, as well as the more expansive goals and censorial authority of Soviet authorities. Music for the Revolution shows how the musical community helped shape the musical culture of Stalinism and extends the interpretive frameworks of Soviet culture presented in recent scholarship to an area of artistic creativity often overlooked by historians. It should be broadly important to those interested in Soviet history, the cultural roots of Stalinism, Russian and Soviet music, and the place of music and the arts in revolutionary change.

Rouget de Lisle's famous anthem, La marseillaise, admirably reflects the confidence and enthusiasm of the early years of the French Revolution. But the effects on music of the Revolution and the events that followed it in France were more far-reaching than that. Hymns, chansons and even articles of the Constitution set to music in the form of vaudevilles all played their part in disseminating Revolutionary ideas and principles; music education was reorganized to compensate for the loss of courtly institutions and the weakened maitrises of cathedrals and churches. Opera, in particular, was profoundly affected, in both its organization and its subject matter, by the events of 1789 and the succeeding decade. The essays in this book, written by specialists in the period, deal with all these aspects of music in Revolutionary France, highlighting the composers and writers who played a major role in the changes that took place there. They also identify some of the traditions and genres that survived the Revolution, and look at the effects on music of Napoleon's invasion of Italy.

Explores the origins and foundations of music education across five continents.

The 2014 International Conference on Biotechnology, Agriculture, Environment and Energy (ICBAEE 2014) was held May 22-23, 2014 in Beijing, China. The objective of ICBAEE 2014 was to provide a platform for researchers, engineers, academics as well as industry professionals from all over the world to present their research results and development activities in Biotechnology, Agriculture, Environment and Energy. This conference provided opportunities for the delegates to exchange new ideas and application experiences face to face, to establish business or research relations and to find global partners for future collaboration. The program consisted of invited sessions and technical workshops and discussions with eminent speakers, and contributions to this proceedings volume cover a wide range of topics in Biotechnology, Agriculture, Environment and Energy.

The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education offers global, comprehensive, and critical perspectives on a wide range of conceptual and practical issues in music education assessment, evaluation, and feedback as these apply to various forms of music education within schools and communities. The central aims of this Handbook focus on broadening and deepening readers' understandings of and critical thinking about the problems, opportunities, spaces and places, concepts, and practical strategies that music educators and community music facilitators employ, develop, and deploy to improve various aspects of music teaching and learning around the world.

Annotation A history of Cuban music during the Castro regime (1950s to the present.

Conventional education is struggling to provide the learning environment necessary to help raise the future innovators, problem solvers, and entrepreneurs that advanced societies need. While efforts to transform education in that direction are underway, they are too slow and not decisive enough, resulting in too many of our children being left behind. In this book, Peter Dalmaris argues that it does not have to be like that. Using Maker Education as a model for education in the 21st Century, Dr Peter Dalmaris explains how teachers, parents and learners can apply the educational methods of inventors and innovators for the benefit of their students and children. With strong philosophical and scientific underpinnings, Maker Education provides a unique opportunity to complement, and even supplement, our failing conventional education. This book shows you how. Are you a teacher? A parent? A learner? Then this book is for you. This book will help you to understand and apply the power of Maker Education.

In May 1968, France teetered on the brink of revolution as a series of student protests spiraled into the largest general strike the country has ever known. In the forty years since, May ’68 has come to occupy a singular place in the modern political imagination, not just in France but across the world. Eric Drott examines the social, political, and cultural effects of May ’68 on a wide variety of music in France, from the initial shock of 1968 through the "long" 1970s and the election of Mitterrand and the socialists in 1981. Drott’s detailed account of how diverse music communities developed in response to 1968 and his pathbreaking reflections on the nature and significance of musical genre come together to provide insights into the relationships that link music, identity, and politics.

This proceedings set contains selected Computer, Information and Education Technology related papers from the 2014 International Conference on Computer, Intelligent Computing and Education Technology (CICET 2014), held March 27-28, 2014 in Hong Kong. The proceedings aims to provide a platform for researchers, engineers and academics as well as industry professionals from all over the world to present their research results and development activities in Computer Science, Information Technology and Education Technology.