Sociology for Music Teachers (2^nd Ed.) Practical Applications

Sociology for Music Teachers: Practical Applications, Second Edition, outlines the basic concepts relevant to understanding music teaching and learning from a sociological perspective. It demonstrates the relationship of music to education, schooling and society, and examines the consequences for making instructional choices in teaching methods and repertoire selection. The authors look at major theories, and concepts relevant to music education, texts in the sociology of music, and thoughts of selected ethnomusicologists and sociologists. The new edition takes a more global approach than was the case in the first edition and includes the application of sociological theory to contexts beyond the classroom.

The Second Edition:

• Presents major theories in ethnomusicology, both traditional and contemporary.
• Takes a global approach by presenting a variety of teaching practices beyond those found in the United States.
• Emphasizes music education in a traditional classroom setting, but also applies specific constructs to studio teaching situations in conservatories (with private lessons) and community music.
• Provides recommendations for teaching practices by addressing popular music in school music curricula, suggests inclusionary projects that explore musical styles and repertoire of the past and present, and connects school to community music practices of varying kinds.
• Contains an increased number of suggestions for projects and discussions among the students using the book.

Introduction: Why Sociology for Music Teachers?

Premises, Purpose, Themes, and Objectives

A Brief Chapter Synopsis

The Book’s Bibliographical Content

Chapter 1 The Performer and Teacher in You—A Matter of Identity

Introduction

Occupational Identities in Music

Some Basics about the Aspiring Music Teacher in Different Countries

Questions for Class Discussions and Project Proposals

Chapter 2 Music Teaching as Work

Becoming Socialized to an Occupation

A Teacher’s Norms, Values, and Roles as Subject Matter Expert and School Employee
Music Teaching as Work

Questions for Class Discussions and Project Proposals

Chapter 3 Music Learning and Teaching as Socially Situated Acts

Introduction

Music as a Subject in the Social Realities of School

Music Teachers as Bridge Builders between Different Communities

Questions for Class Discussions and Project Proposals

Chapter 4 Music in Social Theories: Voices from Ethno-Musicology, Music Sociology, Cultural Theory, and Music Education

Music as a Social Construct: From Earlier Thoughts to the Present

Social Constructs Informing the Study of Music Practices

Questions for Class Discussions and Project Proposals

Chapter 5 Sociology of Education: Social Constructs with Relevance for Music Teachers

Introduction

Opportunity and Achievement Gaps Among Learners

"The Hidden Curriculum"

Teachers as Curriculum Experts and Pedagogues

Questions for Class Discussions and Project Proposals

Chapter 6 The Music Teacher as Value Educator

Introduction

It Matters Who Does What, Where, When, and How

Teaching to Ask Questions, Question Values, and Value Diversity

Questions for Class Discussions and Projects

Chapter 7 The Sociologically Savvy Music Educator

Introduction

Thinking in Interdisciplinary Terms and Looking forConnections

Embracing Musical and Social Realities

Embracing Theory to Improve on Practice

Questions for Class Discussions and Review of Project Proposals

HILDEGARD FROEHLICH is Emeritus Professor at University of North Texas

GARETH DYLAN SMITH is Research Fellow at the Institute of Contemporary Music Performance, London