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The Origins and Foundations of Music Education
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This landmark collection will explore the origins and foundations of music education across five continents. The introduction of music as a compulsory subject in schools is of unique significance for music educationists and researchers. However, their shared knowledge of this phenomenon is fragmentary and there is consequently a need for more comprehensive documentation and analysis of the foundational aspect of school music from a variety of international perspectives. "Origins and Foundations of Music Education" considers the following key issues: the inclusion of music as part of the compulsory school curriculum in the context of the historical and political landscape; the aims, objectives and content of the music curriculum as a compulsory subject; teaching methods; the provision and training of teachers of music; and, the experiences of pupils experiencing this musical education. Contributors have carefully selected to represent countries which have incorporated music into compulsory schooling for a variety of differing reasons giving a diverse collection which will guide future actions and policy.
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Table of Contents

List of Contributors, List of Illustrations; Foreword - Hakan Lundstrom, President, International Society for Music Education, Acknowledgements,; 1. Introduction; Part; 1. Europe; 2. Britain: Towards 'A Long Overdue Renaissance'?; 3. France: An Uncertain and Unequal Combat; 4. Germany: Educational Goals, Curricular Structure, Political Principles; 5. Ireland: Curriculum Development in Troubled Times; 6. Norway: Educational Progress or Stasis on the Outskirts of Europe; 7. Spain: A Journey From a Nominal Towards a Universally Implemented Curriculum; Part II. The Americas - A. North America; 8. Canada: Diverse Developments across The Decades; 9. United States of America: Reflections on the Development and Effectiveness of Compulsory Music Education; B. Latin America; 10. Argentina: From 'Musica Vocal' to 'Educacion Artistica: Musica; 11. Cuba: Music Education and Revolution; Part III. Africa And Asia-Pacific; 12. Australia: Recurring Problems and Unresolved Issues; 13. China: Socio-Political Constructions of School Music; 14. Japan: Music as a Tool for Moral Education?; 15. South Africa: Indigenous Roots, Cultural Imposition and an Uncertain Future; Index.

About the Author

Gordon Cox is Lecturer at the Institute of Education, University of Reading, UK. Robin Stevens is Lecturer in the Faculty of Education, Deakin University, Australia.

Reviews

"'This is an impressive volume, a bright and shining compendium of essays by prominent scholars from fourteen nations who trace the historic roots and reasons for music as a subject of study in compulsory schooling... it is expertly conceived and carried through as a project that conveys varied international histories and current contexts of music.' Patricia Shehan Campbell, Donald E. Peterson Professor of Music, University of Washington"

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