Literaturnachweis - Detailanzeige
Autor/in | Mellizo, Jennifer |
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Titel | Music Education, Curriculum Design, and Assessment: Imagining a More Equitable Approach |
Quelle | In: Music Educators Journal, 106 (2020) 4, S.57-65 (9 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0027-4321 |
DOI | 10.1177/0027432120917188 |
Schlagwörter | Music Education; Equal Education; Curriculum Design; Student Diversity; Teaching Methods; Evaluation Methods; Course Content; Cultural Influences; Cultural Differences; Cultural Awareness; Skill Development; Academic Achievement; Educational Resources; Student Evaluation Musikerziehung; Lehrplangestaltung; Teaching method; Lehrmethode; Unterrichtsmethode; Kursprogramm; Cultural influence; Kultureinfluss; Kultureller Unterschied; Cultural identity; Kulturelle Identität; Kompetenzentwicklung; Qualifikationsentwicklung; Schulleistung; Bildungsmittel; Schulnote; Studentische Bewertung |
Abstract | Although it is not their intent, conventional curricula may place some students at a disadvantage in school music classrooms. This article offers a practical planning strategy that music educators can use to confront and resist some of these curricular tendencies in subtle yet important ways. By reimagining long-standing norms related to content, pedagogy, and assessment, we can build a system that provides more students with access to a high-quality, equitable, and personally meaningful music education. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |