Sinopsis
This two‑volume publication is the first of its kind, advancing asset‑based policies and practices in music education for nearly 10 million rural students nationwide. By exploring the influence of urbanormativity and historical trends, the authors advocate for school music programs that sustain rural values, interests, communities, and ecosystems.
While earlier research has offered insights on the topic, none have assembled a collection of experts and scholars committed to promoting an asset‑based view of rural music education in the United States. Volume I: Policies and Perspectives, presents ten chapters addressing a range of issues that affect one‑fifth of K–12 students nationwide. Ideas encompass a multi‑dimensional definition of rurality that includes population, landscape, and sociocultural contexts. The authors offer their own first‑hand perspectives to describe the importance and character of rural places themselves. Throughlines of this volume are disentangling assumptions about rural schools and their resources, pedagogical potential, and musical possibilities. Written for music educators, scholars, policymakers, school administrators, and music‑teacher educators, this volume affirms that geography is not inherently a limitation and that all students deserve access to responsive music education, regardless of their zip codes.
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Acerca del autor
Daniel C. Johnson is Professor of Music and Music Education at the University of North Carolina, Wilmington, where he coordinates Graduate Studies in Music Education.
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Music Education in Rural America : Volume I: Policies and Perspectives
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Paperback. Condición: new. Paperback. This twovolume publication is the first of its kind, advancing assetbased policies and practices in music education for nearly 10 million rural students nationwide. By exploring the influence of urbanormativity and historical trends, the authors advocate for school music programs that sustain rural values, interests, communities, and ecosystems.While earlier research has offered insights on the topic, none have assembled a collection of experts and scholars committed to promoting an assetbased view of rural music education in the United States. Volume I: Policies and Perspectives, presents ten chapters addressing a range of issues that affect onefifth of K12 students nationwide. Ideas encompass a multidimensional definition of rurality that includes population, landscape, and sociocultural contexts. The authors offer their own firsthand perspectives to describe the importance and character of rural places themselves. Throughlines of this volume are disentangling assumptions about rural schools and their resources, pedagogical potential, and musical possibilities. Written for music educators, scholars, policymakers, school administrators, and musicteacher educators, this volume affirms that geography is not inherently a limitation and that all students deserve access to responsive music education, regardless of their zip codes. Music Education in Rural America Volume 1: Policies and Perspectives is the first publication of its kind, advancing asset-based policies and practices in music education for nearly 10 million rural students nationwide. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Nº de ref. del artículo: 9781032811758
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Music Education in Rural America : Volume I: Policies and Perspectives
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Music Education in Rural America
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Paperback. Condición: New. This two-volume publication is the first of its kind, advancing asset-based policies and practices in music education for nearly 10 million rural students nationwide. By exploring the influence of urbanormativity and historical trends, the authors advocate for school music programs that sustain rural values, interests, communities, and ecosystems.While earlier research has offered insights on the topic, none have assembled a collection of experts and scholars committed to promoting an asset-based view of rural music education in the United States. Volume I: Policies and Perspectives, presents ten chapters addressing a range of issues that affect one-fifth of K-12 students nationwide. Ideas encompass a multi-dimensional definition of rurality that includes population, landscape, and sociocultural contexts. The authors offer their own first-hand perspectives to describe the importance and character of rural places themselves. Throughlines of this volume are disentangling assumptions about rural schools and their resources, pedagogical potential, and musical possibilities. Written for music educators, scholars, policymakers, school administrators, and music-teacher educators, this volume affirms that geography is not inherently a limitation and that all students deserve access to responsive music education, regardless of their zip codes. Nº de ref. del artículo: LU-9781032811758
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Music Education in Rural America
Publicado por
Taylor and Francis Ltd, GB, 2026
ISBN 10: 1032811757
ISBN 13: 9781032811758
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Paperback
Librería: Rarewaves USA, OSWEGO, IL, Estados Unidos de America
Calificación del vendedor: 5 de 5 estrellas
Paperback. Condición: New. This two-volume publication is the first of its kind, advancing asset-based policies and practices in music education for nearly 10 million rural students nationwide. By exploring the influence of urbanormativity and historical trends, the authors advocate for school music programs that sustain rural values, interests, communities, and ecosystems.While earlier research has offered insights on the topic, none have assembled a collection of experts and scholars committed to promoting an asset-based view of rural music education in the United States. Volume I: Policies and Perspectives, presents ten chapters addressing a range of issues that affect one-fifth of K-12 students nationwide. Ideas encompass a multi-dimensional definition of rurality that includes population, landscape, and sociocultural contexts. The authors offer their own first-hand perspectives to describe the importance and character of rural places themselves. Throughlines of this volume are disentangling assumptions about rural schools and their resources, pedagogical potential, and musical possibilities. Written for music educators, scholars, policymakers, school administrators, and music-teacher educators, this volume affirms that geography is not inherently a limitation and that all students deserve access to responsive music education, regardless of their zip codes. Nº de ref. del artículo: LU-9781032811758
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