Remixing the Classroom

Remixing the Classroom

Toward an Open Philosophy of Music Education
Randall Everett Allsup
Distribution: World
Publication date: 06/27/2016
Format: Paperback 7 b&w illus.
ISBN: 978-0-253-02142-7
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Description

In a delightfully self-conscious philosophical "mash-up," Randall Everett Allsup provides alternatives for the traditional master-apprentice teaching model that has characterized music education. By providing examples across the arts and humanities, Allsup promotes a vision of education that is open, changing, and adventurous at heart. He contends that the imperative of growth at the core of all teaching and learning relationships is made richer, though less certain, when it is fused with a student's self-initiated quest. In this way, the formal study of music turns from an education in teacher-directed craft and moves into much larger and more complicated fields of exploration. Through vivid stories and evocative prose, Randall Everett Allsup advocates for an open, quest-driven teaching model that has repercussions for music education and the humanities more generally.

Author Bio

Randall Everett Allsup is Associate Professor and Coordinator of Music Education at Teachers College Columbia University. He is past chair of the International Society for the Philosophy of Music Education (ISPME) and the Philosophy Special Research Interest Group (SRIG) of the Music Education Research Council.

Reviews

“Allsup’s work contributes significantly to music education. It is a twenty-first-century philosophy that puts forward open possibilities that unsettle closures and limitations long present in music education. ”
 — Philosophy of Music Education

“Stories, metaphors, analogies and quotes from a variety of sources make the text interesting and bring a welcome lightness to this philosophical work in a way not often found in literature of this disciplinary area.”
 — Journal of Popular Music Education

Remixing the Classroom is a stimulating book and will, I am sure, expand the minds of music educators. It is time to pay heed to Allsup’s appeal and embrace the ‘discomfort of the new’. For as the maxim goes: if the highest aim of a captain were to preserve his ship, he would keep it in port forever.”
 — British Journal of Music Education

“While the impact of [Allsup's] book on our practice cannot yet be predicted, his re-envisioning of music educators as public intellectuals who can shape discourse through the class, ethnic, gendered, and generational realities of conventional music education bursts with possibilities and encourages readers to consider their larger responsibilities.”
 — Notes

“Better than anyone else in the field, Allsup explores what a more open, less top-down and hierarchical approach to music teaching and learning (and musical meaning) might look like.”
 — Paul Woodford, author of Democracy and Music Education

“Writing carefully and compassionately, Allsup’s argument is exquisitely nuanced, playing out slowly, lightly, in a Turneresque pastel watercolor of light and inference. This book is unequivocally an important and essential contribution to music education scholarship.”
 — Elizabeth Gould, author of Exploring Social Justice: How Music Education Might Matter

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Table of Contents

Preface
1. Toward Open Encounters
2. Music Teacher Quality and Expertise
3. Learning in Laboratories
4. Looking, Longing for Moral Openings
Bibliography
Index

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