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Allsup, Randall Everett – Philosophy of Music Education Review, 2015
Education in the twenty-first century witnessed a profound shift in emphasis from the teacher to the learner, or from pedagogical inputs to learner outcomes. According to neoliberal logic, the teacher is the primary value-add in a relationship that is best characterized as cause (instruction) and effect (learner outcome). As a result, the problem…
Descriptors: Music Teachers, Teacher Effectiveness, Neoliberalism, Music Education
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Allsup, Randall Everett; Lewis, Judy – Philosophy of Music Education Review, 2015
Consistent throughout his writings on aesthetics and education, Bennett Reimer maintained the idea that music must be understood and studied as non-conceptual. Music's forms of knowing point to the subjective realms of life and operate effectively without the assistance or necessity of language. An education in the arts is an education in…
Descriptors: Educational Philosophy, Music Education, Aesthetics, Music
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Allsup, Randall Everett – Philosophy of Music Education Review, 2011
This essay interview with Joan Tower is a meditation on the importance of composing, understood as a process larger than the making of new sound combinations or musical scores, suggesting that the compositional act is self-educative and self-forming. Tower's musical life, one of teaching and learning, one of composing and self-composing, is an…
Descriptors: Musical Composition, Musicians, Interviews, Music Education
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Allsup, Randall Everett; Benedict, Cathy – Philosophy of Music Education Review, 2008
This article examines the educational function of the North American wind band program. Issues such as band education's methodological control, perceived lack of self-reflection or inquiry, its insecurity concerning program legitimacy, and the systemic fear that seems to permeate its history provide the framework for this exploration. With a…
Descriptors: Music Education, Music, Educational Philosophy, Musical Instruments
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Allsup, Randall Everett – Philosophy of Music Education Review, 2005
Each of the four philosophical models that Estelle Jorgensen has put forth contests, adheres to, or adjusts the hierarchical relationships between dualities, specifically the theory and practice of musical learning. Moreover, models of polarity, according to Jorgensen, accommodate dualities by buffering edges, emphasizing the interconnectedness of…
Descriptors: Theory Practice Relationship, Music Education, Educational Practices, Music
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Allsup, Randall Everett – Philosophy of Music Education Review, 2005
A close reading of Gradgrind's opening monologue of Hard Times by Charles Dickens will provide the starting off point for an examination of the role and place of philosophy in the music curriculum. The Gradgrind philosophy finds easy parallel to current thinking in American education. In the fundamentalist imagination, sources of ambiguity must be…
Descriptors: Music Education, Children, Music Teachers, Educational Philosophy
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Allsup, Randall Everett – Philosophy of Music Education Review, 1997
Believes that learning must have meaning for students and some promise of application to the real world. Maintains that music teachers cannot educate their students successfully through the traditional methods of instrumental instruction, but must teach by improvisation in order to appeal to each individual student and assist in the…
Descriptors: Higher Education, Improvisation, Music Education, Music Techniques