Music Learning and Teaching in Culturally and Socially Diverse Contexts

1. Front Matter

   Pages i-xix

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2. Framing the Concepts

   1. Front Matter

      Pages 1-1

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   2. The Importance of Exploring How Culture and Society Impact on Music Learning and Teaching

      • Georgina Barton

      Pages 3-22

   3. The Relationship Between Music, Culture, and Society: Meaning in Music

      • Georgina Barton

      Pages 23-41

   4. Music Learning and Teaching in Culturally and Socially Diverse Contexts: Exploring Modes of Transmission and Acquisition

      • Georgina Barton

      Pages 43-57

   5. Diverse Learning and Teaching Contexts: What Methods and Modes Look Like in Context

      • Georgina Barton

      Pages 59-81

3. Applying the Concepts to Context

   1. Front Matter

      Pages 83-83

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   2. The Music Learning and Teaching Contexts

      • Georgina Barton

      Pages 85-113

   3. The Teachers’ Own Music Learning Experiences and Personal Beliefs

      • Georgina Barton

      Pages 115-133

   4. The Teaching Methods and Modes of Communication

      • Georgina Barton

      Pages 135-162

   5. Socio-cultural Influences on Music Learning and Teaching

      • Georgina Barton

      Pages 163-183

4. Implications and Ways Forward for Music Education

   1. Front Matter

      Pages 185-185

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   2. Socio-culturally Diverse Music Learning and Teaching: Implications and Ways Forward for Classroom Practice

      • Georgina Barton

      Pages 187-205

5. Back Matter

   Pages 207-215

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This book examines the inter-relationship between music learning and teaching, and culture and society: a relationship that is crucial to comprehend in today’s classrooms. The author presents case studies from diverse music learning and teaching contexts – including South India and Australia and online learning environments – to compare the modes of transmission teachers use to share their music knowledge and skills. It is imperative to understand the ways in which culture and society can in fact influence music teachers’ beliefs and experiences: and in understanding, there is potential to improve intercultural approaches to music education more generally. In increasingly diverse schools, the author highlights the need for culturally appropriate approaches to music planning, assessment and curricula. Thus, music teachers and learners will be able to understand the diversity of music education, and be encouraged to embrace a variety of methods and approaches in their own teaching. This inspiring book will be of interest and value to all those involved in teaching and learning music in various contexts.

• Music learning
• Music education
• Music Teaching
• Music culture
• Culturally diverse learning environment
• learning and instruction

• School of Teacher Education and Early Childhood, University of Southern Queensland, Springfield Central, Brisbane, Australia

  Georgina Barton

Georgina Barton is Associate Professor in the School of Teacher Education and Early Childhood at the University of Southern Queensland, Australia. She taught in schools for over 20 years and has extensive experience teaching the arts in schools and universities. Her research focuses on the arts and literacy, and she has published widely on these topics.

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