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A critical analysis of Gordon's musi...

Temple University.

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A critical analysis of Gordon's music learning theory and Elliott's philosophy of music education from the perspectives of social constructionism and critical pedagogy.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A critical analysis of Gordon's music learning theory and Elliott's philosophy of music education from the perspectives of social constructionism and critical pedagogy./
作者:	Berns, John Micheal.
面頁冊數:	190 p.
附註:	Chair: Helmut Bartel.
Contained By:	Dissertation Abstracts International61-10A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9990295
ISBN:	9780599969193

A critical analysis of Gordon's music learning theory and Elliott's philosophy of music education from the perspectives of social constructionism and critical pedagogy.
Berns, John Micheal.

A critical analysis of Gordon's music learning theory and Elliott's philosophy of music education from the perspectives of social constructionism and critical pedagogy. - 190 p.

Chair: Helmut Bartel.

Thesis (Ph.D.)--Temple University, 2000.

This critical analysis entails a re-examination of two important approaches to music education. The analysis is accomplished by contextualizing both authors within their respective socio-cultural and historic settings and then re-envisioning and re-formulating their works. This re-construction is achieved by analyzing their original conceptions through the tenets and assumptions of both social construction and critical pedagogy. This critical analysis allows for a new understanding of the authors original works and also examines the viability of combining these unique methodologies.

ISBN: 9780599969193Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

A critical analysis of Gordon's music learning theory and Elliott's philosophy of music education from the perspectives of social constructionism and critical pedagogy.
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245 1 2 $a A critical analysis of Gordon's music learning theory and Elliott's philosophy of music education from the perspectives of social constructionism and critical pedagogy.
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520 $a This critical analysis entails a re-examination of two important approaches to music education. The analysis is accomplished by contextualizing both authors within their respective socio-cultural and historic settings and then re-envisioning and re-formulating their works. This re-construction is achieved by analyzing their original conceptions through the tenets and assumptions of both social construction and critical pedagogy. This critical analysis allows for a new understanding of the authors original works and also examines the viability of combining these unique methodologies.
520 $a In addition, the study advances the argument that music education is essential for all students. Important insights and novel perspectives within social constructionism and critical pedagogy make the importance of music within the core curriculum manifest.
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