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The impact of the national standards...

Stevenson, David Anthony.

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The impact of the national standards for music education on the perception and pedagogy of the discipline: A philosophical inquiry.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The impact of the national standards for music education on the perception and pedagogy of the discipline: A philosophical inquiry./
作者:	Stevenson, David Anthony.
面頁冊數:	108 p.
附註:	Adviser: Anthony J. Palmer.
Contained By:	Dissertation Abstracts International67-11A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3240641
ISBN:	9780542962042

The impact of the national standards for music education on the perception and pedagogy of the discipline: A philosophical inquiry.
Stevenson, David Anthony.

The impact of the national standards for music education on the perception and pedagogy of the discipline: A philosophical inquiry. - 108 p.

Adviser: Anthony J. Palmer.

Thesis (D.M.A.)--Boston University, 2007.

With the sobering report of A Nation at Risk: The Imperative for Educational Reform (1983), the nation collectively stirred, and sought to fashion a new set of reforms to insure that public education systems would adequately prepare students for the twenty-first century. The natural reaction in the face of such dire predictions, as offered in the report, is the clamor of "back to basics," and a call for accountability for the entire realm of education. The populace expects results, and well-meaning bureaucrats and school administrators hasten to comply.

ISBN: 9780542962042Subjects--Topical Terms:

1017808
Education, Music.

The impact of the national standards for music education on the perception and pedagogy of the discipline: A philosophical inquiry.
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245 1 4 $a The impact of the national standards for music education on the perception and pedagogy of the discipline: A philosophical inquiry.
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502 $a Thesis (D.M.A.)--Boston University, 2007.
520 $a With the sobering report of A Nation at Risk: The Imperative for Educational Reform (1983), the nation collectively stirred, and sought to fashion a new set of reforms to insure that public education systems would adequately prepare students for the twenty-first century. The natural reaction in the face of such dire predictions, as offered in the report, is the clamor of "back to basics," and a call for accountability for the entire realm of education. The populace expects results, and well-meaning bureaucrats and school administrators hasten to comply.
520 $a The purpose of this study is to determine whether this new "standards-based" music education paradigm serves the overall purpose and goals of a well-grounded music education. Or, has the "scramble for accountability" altered the face and function of music education to the point that "music as an art" is no longer a viable entity within our public school systems? It is also quite possible that the best avenue of approach, in delivering a quality music education to the emerging generation, lies somewhere between the extremes of wholeheartedly embracing the standards-based model and outright rejection of the concept. Sound philosophical discussion, devoid of self-serving rhetoric, is perhaps the only viable means of illuminating the issue.
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