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Music, Education, and Religion: Intersections and Entanglements explores the critical role that religion can play in formal and informal music education. As in broader educational studies, research in music education has tended to sidestep the religious dimensions of teaching and learning, often reflecting common assumptions of secularity in contemporary schooling in many parts of the world. This book considers the ways in which the forces of religion and belief construct and complicate the values and practices of music education--including teacher education, curriculum texts, and teaching repertoires. The contributors to this volume embrace a range of perspectives from a variety of disciplines, examining religious, agnostic, skeptical, and atheistic points of view. Music, Education, and Religion is a valuable resource for all music teachers and scholars in related fields, interrogating the sociocultural and epistemological underpinnings of music repertoires and global educational practices.
About the Author
Philip Alperson is Professor Emeritus of Philosophy at Temple University in Philadelphia. He is editor of What is Music?, The Philosophy of the Visual Arts, and Diversity and Community and past editor of The Journal of Aesthetics and Art Criticism.
Belal Badarne is Lecturer at the College of Sakhnin for Teacher Education and in Kaye College in Be'er Sheva as well as a music educator and researcher currently responsible for the Arts and Music in Bedouin Society, for the Ministry of Education in Israel.
Margaret S. Barrett is Professor and Founding Director of the Creative Collaboratorium at the University of Queensland in Australia. Her research focuses on pedagogies of creativity and expertise, identity work in music, early musical development, engagement in music and arts activity, and music program evaluation.
June Boyce-Tilman is Professor of Applied Music at the University of Winchester in the United Kingdom and Extra-ordinary Professor at North West University, South Africa. She is the artistic convener of the Winchester Centre for the Arts as Well-being and the Tavener Centre for Music and Spirituality.
Amira Ehrlich is Lecturer and Program Coordinator of Graduate Studies in Music Education at Levinsky College of Education, Tel Aviv and Academic Program Director of the Mandel Leadership Institute's Program for Ultraorthodox women in Jerusalem.
Janelle Colville Fletcher is Head of Music and Senior Lecturer at Tabor College of Higher Education in South Australia and research fellow with the University of Queensland. Her research interests include musical identity, adolescents' engagement in music, music education at secondary and tertiary levels, and religious music.
Frank Heuser is Professor of Music in the Herb Alpert School of Music at the University of California, Los Angeles. His research interests include developing ways to improve music pedagogy and medical problems of performing arts.
Estelle Jorgensen is Professor Emerita of Music Education at Indiana University and is on the doctoral faculty of Walden University. She is the author of Transforming Music Education (IUP, 2003), The Art of Teaching Music (IUP, 2008), and Pictures of Music Education (IUP, 2011). She is the editor of the journal Philosophy of Music Education Review and the book series Counterpoints: Music and Education.
Alexis Anja Kallio is a music education researcher at the Sibelius Academy, University of the Arts Helsinki, working as part of the Global Visions through Mobilizing Networks: Co-Developing Intercultural Music Teacher Education in Finland, Israel and Nepal project. She is co-editor of the Nordic Yearbook of Music Education Research.
Alexandra Kertz-Welzel is Professor and Department Chair of Music Education at Ludwig-Maximilians-Universitaet in Munich, Germany. She is author and editor of several books including Globalizing Music Education: A Framework (IUP, 2018).
Hyun-Ah Kim is Postdoctoral Research Fellow of the Theological University of Kampen in The Netherlands and a Research Fellow of the European Melanchthon Academy of Bretten in Germany. She is a specialist in Christian music and on Reformation musical history and theology.
Biljana Mandic is Assistant Professor at the Faculty of Philology and Arts, University of Kragujevac in Serbia where she is Head the Music Theory and Pedagogy Program. She is the author of six textbooks and two manuals in the field of music education.
Laura Miettinen is Doctoral Researcher in Music Education at the Sibelius Academy, University of the Arts in Helsinki, Finland. Her research focuses on music educators' intercultural competences and identity formation, cultural diversity in music education, and educational psychology.
Pamela Moro is Professor of Anthropology at Willamette University in Salem, Oregon. Her research includes work on music and musicians in Thailand; religion and ritual; and LGBT/feminist choral singing and anthropological perspectives on the violin from a global perspective.
Erum Naqvi is Faculty Writing Fellow in the Social Science and Cultural Studies Department at the Pratt Institute. Her research interests include comparative ontologies of creativity, questions about embodied understandings of artistic works and performances in music of the west and in classical and modern cultures of the Middle East, and issues of gender and sexuality and expressions of activism in various kinds of social and political regimes.
Heidi Partti is Acting Professor in the Department of Music Education at the Sibelius Academy, University of the Arts Helsinki, Finland. She is the co-author (with Anu Ahola) of Säveltäjyyden Jäljillä, a book on composing pedagogy.
Ivana Perkovic is Professor in the Department of Musicology, Faculty of Music, University of Arts in Belgrade, Serbia. She is the author of books on Serbian Oktoechos modal system, Serbian choral church music, and the history of the Faculty of Music in Belgrade.
Maria Spychiger is Professor of Empirical Music Education at the University of Music and Performing Arts in Frankfurt (Main), Germany. Her research interests include the psychology of music and music education, in particular the effects of music, the musical self-concept, the nature of aesthetic experience, and the phenomenon of learning from mistakes.
Ketil Thorgersen is Associate Professor in the Department of Humanities and Social Sciences Education at Stockholm University in Sweden. His research interests are in music education, the philosophy of music education, and musical learning at the intersection of autodidact learning and learning within formal institutions.
Øivind Varkøy is Professor of Music Education and Head of the Doctoral program at the Norwegian Academy of Music in Oslo, Norway, Visiting Professor in Music at Oslo Metropolitan University, and Professor of Musicology at Örebro in Sweden. His research in music education has been published in Norwegian, Swedish, English and German.
Lauri Väkevä is Professor of Music Education at the Sibelius Academy, University of the Arts Helsinki, Finland. He is the co-author (with Sidsel Karlsen) of Future Prospects for Music Education: Corroborating Informal Learning Pedagogy and (with Vesa Kurkela) De-Canonizing Music History.
Thomas von Wachenfeldt is Associate Professor at the Department of Creative Studies, Umeå University in Sweden. His research interests include the tension between formal and informal learning and how ideologies affect the perception of musicality and education within the field of traditional folk music in Sweden.
Heidi Westerlund is Professor of Music Education at Sibelius Academy, University of the Arts Helsinki, Finland. She currently leads two large-scale research projects, The Arts as Public Service: Strategic Steps Towards Equality (ArtsEqual), and Global Visions through Mobilizing Networks: Co-Developing Intercultural Music Teacher Education in Finland, Israel and Nepal. She is co-editor of the book, Collaborative Learning in Higher Music Education, and Editor-in-chief of the Finnish Journal of Music Education.
Iris Yob is Professor Emerita of Education at Walden University. Her research interests are in the philosophy of education, particularly the philosophical aspects of religious and spiritual education, education in the arts and music, and education for social change and the common good.
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Like it was written by George Santos
Received an Advanced Reader Copy from a friend. I am an avid true crime reader and upon completion I question if the author is credible. The timeline does not add up for his age and the times of his alleged involvement in organized crime. Some of the things in the book he is alleged to have said and done I remember almost word for word from movies I had previously watched. He literally stole a scene from the movie the accountant with Ben Affleck and said that he did it. I did a little research after completing the book and learned that this author was also claiming in 2010 that he was a long time member of the Bloods Gang. That coupled with the above leads me to believe that it is nothing more than fantasy. Do not waste your time or money
Like it was written by George Santos
Received an Advanced Reader Copy from a friend. I am an avid true crime reader and upon completion I question if the author is credible. The timeline does not add up for his age and the times of his alleged involvement in organized crime. Some of the things in the book he is alleged to have said and done I remember almost word for word from movies I had previously watched. He literally stole a scene from the movie the accountant with Ben Affleck and said that he did it. I did a little research after completing the book and learned that this author was also claiming in 2010 that he was a long time member of the Bloods Gang. That coupled with the above leads me to believe that it is nothing more than fantasy. Do not waste your time or money
What a difficult story to tell. I appreciate the honesty and vulnerability. Definitely made me think.
I had hopes for this book but was not expecting what I would read within the pages. If your kink is deplorable grammar, incoherent sentences, and inconsistent messages, then this book is for you. At first, I thought the book I received was not the book I ordered. But as I dived in, it was very confusing. I would not recommend this book to anyone
There are not many reviews on the internet for this book. In researching the many stores selling the book, it was self-published which makes a lot of sense. The online description is written perfectly, so reading the actual book was very difficult. Pages two and three are written clearly as well as the table of contents. Pages 155 and 156 are also written logically.
It appears this book was written, then sent through a program like “Grammarly.” Once completed it seems it was published without being re-read or edited. The first clue was the title narrative that used “Has” instead of “As.” The table of contents is one page off from what it shows on pages four though seven. Many of the “q’s” are written as “[]”
Below are some examples of what was within the pages of this book written verbatim:
“Chains & Discipline/ Domination & entry/ Sadism & Masochism (BDSM) is a wide classification of bed room play.” Page 9
“When bringing up the topic of chains, you are actually asking a person to offer you their depend on, their flexibility, and also possibly their suggestion of security in exchange for sensual/sexual enjoyment, power-play, and also feasible re-evaluation of your very own connection.” Page 39
“Techni[]ue can take a selection of kinds and also be as easy or facility as you pick to (new paragraph) bargain for your details scenario” Page 52
“BDSM stands for chains as well as entry, technique and also supremacy as well as sadism and also masochism.” Page 125
“SHELF means Risk Aware Consensual Kink.” Page 130
“Approval is whatever.” Page 152
“your twist isn’t my twist, yet your twist is OKAY.” Page 153
“You can be a top, base, or button” Page 153
Good service, good book. Just what I was looking for! Thank you!