| Description |
1 online resource (334 p.) |
| Series |
Music in American Life Series |
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Music in American Life Series
|
| Contents |
Intro -- Cover Page -- Title Page -- Copyright Page -- Dedication -- Contents -- Foreword -- Acknowledgments -- Introduction -- Caring, Now -- Care, Defined -- Care as Social Justice: Call to Action -- A Complicated Care: The Tensions We Hold -- Roots of Care and Critical Pedagogy -- Who Cares? -- Notes -- Part I. The Heart of Curricular Interventions -- Chapter 1. Reenchanting Music History -- Notes -- Chapter 2. Teaching Approaches to Race through Music -- Notes -- Chapter 3. Empathy in Opera -- Defining Empathy -- Empathy in Opera: Broad Themes |
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Pedagogical Applications in an Undergraduate Opera Course -- Points of Interest: Opera and Empathy -- Music and Affective Matching -- The Structure of the Aria -- Performers and Empathy -- The Operatic Other -- Live vs. Mediated Empathy -- Possibilities for Opera as Empathy -- Notes -- Chapter 4. Integrating Well-being and Intersectional Equity across a Revised Music History and Culture Curriculum -- Risk, Privilege, Precarity -- Scaffolding and Integrating Well-being Scholarship -- A Glimpse Inside the Classroom -- Understanding Resistance -- Continual Work -- Conclusion -- Notes |
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Chapter 5. Care, Carefully -- Notes -- Chapter 6. Kindness as Universal Design -- Prelude: Carrie -- Danger: Kind Classroom -- "Feeling kind is not enough": Defining Kindness and Its Paradoxes -- Kindness as a Principle of Universal Design? -- Kindness, Individualism, and the Music Classroom -- The Urgency of Kindness Pedagogy -- Notes -- Part II. Unmeasured Pedagogical Horizons -- Chapter 7. Connecting Students and Artistic Communities -- Notes -- Bibliography -- Chapter 8. Toward Socially Responsible Music History Pedagogy -- Letting the Butterfly Go -- Moving Past Information Poverty |
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An Example Module: Music and Incarceration -- Conclusion -- Notes -- Chapter 9. Public Musicology as Care, or How Should We Respond When the Duke of Mantua Tells Us That All Women Are Fickle? -- Gender -- Othering -- Notes -- Chapter 10. Listening with Care to Nonhuman Musicality and Material Culture -- Musical Artifacts as Assemblages of Nonhuman Matter -- Silenced Specimens and Field Guides That Sound -- Epilogue: Materiality, the Stuff of Sound, and Care -- Notes -- Part III. Self-Care, the Root of Teaching -- Chapter 11 Curriculum Changing Culture -- Historical Context |
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Stressors Connected to Music School -- Starting Age -- Volume and Rigidity of Coursework -- One-to-One Relationships -- Mental Health Issues Connected to Physical Pain -- Isolation -- Supporting All of Our Students -- Curricular Changes to Encourage Mental Health Promotion -- Notes -- Chapter 12. Teaching the First-Generation College Student in the Music History Classroom -- First-Generation College Students: An Overview -- Strategies for First-Generation Students in the Music History Classroom -- Recommendations -- Conclusion -- Notes -- Chapter 13. New Waters in Music -- Introduction |
| Notes |
Description based upon print version of record |
|
Out of the Frontera (Borderland) |
| Subject |
Music -- Instruction and study -- Social aspects
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Music -- Instruction and study -- Psychological aspects
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Music -- Instruction and study -- Moral and ethical aspects
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Music -- Instruction and study -- Political aspects
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Music -- Instruction and study -- Philosophy
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Education, Higher -- Philosophy
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| Form |
Electronic book
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| Author |
Spilker, John
|
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Wright, Trudi
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Cheng, William
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Breckling, Molly M
|
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Everett, William
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Galloway, Kate
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Haefeli, Sara
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Hung, Eric
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Jensen-Moulton, Stephanie
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| ISBN |
9780252055256 |
|
025205525X |
|
