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101 0 $aeng
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181   $ctxt
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183   $acr
200 10$aMusic, mind, and education$b[electronic resource] /$fKeith Swanwick
210   $aLondon ;$aNew York $cRoutledge$d1988
215   $a1 online resource (184 p.)
300   $aDescription based upon print version of record.
311   $a0-203-32990-2 
311   $a0-415-01479-4 
320   $aIncludes bibliographical references and index.
327   $a""Book Cover""; ""Title""; ""Copyright""; ""Dedication""; ""Contents""; ""Figures""; ""Acknowledgements""; ""Introduction""; ""The thesis""; ""1 In praise of theorya???does it matter what we think?""; ""Theories of music education""; ""Traditional values""; ""Focus on children""; ""Respecting alternative traditions""; ""It does matter what we think""; ""2 What makes music musical?""; ""Sound and music""; ""Responding to expression""; ""Musical structure""; ""3 The arts, mind, and education""; ""The value of the arts""; ""The arts as a???differenta???""; ""The arts as dreaming""
327   $a""The arts as play""""Mastery, imitation and imaginative play""; ""Mastery""; ""Imitation""; ""Imaginative play""; ""The arts and the intellect""; ""The ultimate value of the arts""; ""4 Musical development: the early years""; ""The concept of development""; ""The theoretical basis""; ""Childrena???s compositions""; ""A first analysis""; ""Towards a model of musical development""; ""Mastery: sensory response and manipulation""; ""Imitation: personal expression and the vernacular""; ""5 Musical development beyond infancy""; ""Imaginative play: speculation and the idiomatic""
327   $a""Meta-cognition: symbolic valuing and systematic engagement""""Eight developmental modes""; ""Sensory""; ""Manipulative""; ""Personal expressiveness""; ""The vernacular""; ""The speculative""; ""The idiomatic""; ""The symbolic""; ""The systematic""; ""Musical development and musical encounter""; ""The evolving theory""; ""Musical development and music education""; ""Interlude: from theory to practice""; ""6 The cultural exclusiveness of music""; ""Valuing and labelling""; ""Prejudice and valuing""; ""Musical boundaries""; ""The impediment of new sounds""
327   $a""The impediment of alien expressive character""""The impediment of difficult structure""; ""Removing the labels""; ""7 Music education in a pluralist society""; ""Transcending cultures""; ""Transformation and reinterpretation""; ""An inter-cultural attitude""; ""The aim of inter-cultural music education""; ""Beyond the classroom""; ""8 Instruction and encounter""; ""Classification and framing""; ""Musical instruction""; ""Musical encounters""; ""Encounter and the curriculum""; ""Tacit knowing""; ""Two examples from music education""; ""Two descriptions of encounter""
327   $a""9 Generating a curriculum and assessing students""""In summary""; ""Pupils evaluate the music curriculum""; ""The problem of progression""; ""Concepts or features?""; ""Assessment in the arts""; ""Developing musical criteria""; ""Outside of the timetable""; ""References""; ""Index""
606   $aMusic$xInstruction and study
606   $aMusic$xPsychological aspects
606   $aMusic$xSocial aspects
615  0$aMusic$xInstruction and study.
615  0$aMusic$xPsychological aspects.
615  0$aMusic$xSocial aspects.
676   $a780/.7
700   $aSwanwick$b Keith$0914713
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801  1$bMiAaPQ
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906   $aBOOK
912   $a9910821455903321
996   $aMusic, mind, and education$93928733
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