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College Music Curricula for a New Century$
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Robin D. Moore

Print publication date: 2017

Print ISBN-13: 9780190658397

Published to Oxford Scholarship Online: May 2017

DOI: 10.1093/acprof:oso/9780190658397.001.0001

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Embodied Pedagogy

Embodied Pedagogy

Techniques for Exploring Why and How Music Matters

Chapter:
(p.191) Chapter 10 Embodied Pedagogy
Source:
College Music Curricula for a New Century
Author(s):

Sonia Tamar Seeman

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780190658397.003.0010

Ethnomusicological methods and perspectives provide important contributions to twenty-first-century music pedagogy. In this chapter I make a number of claims regarding (1) the effective teaching of music and what it entails; (2) how heightening awareness of the gap between far and near may be most effectively addressed; and (3) how effective enactment of these teaching goals may aid student engagement with issues in the outside world. I offer three case studies to illustrate the techniques I lay claim to. I conclude with a description of core curriculum reforms at the Austin branch of the University of Texas, reforms that embody these and related pedagogical techniques, and reflect on the consequences of their implementation.

Keywords:   curriculum reform, embodied pedagogy, ethnomusicology, far-experience, near-experience

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