Teaching Instrumental Music in Canadian Schools

Paperback | June 3, 2013

byEdwin B. Wasiak

not yet rated|write a review
Covering the fundamentals of teaching instrumental music to secondary-school students, this indispensable resource examines the history and evolution of music education in Canada, along with changing currents in the philosophical and psychological approaches to curriculum design, studentinstruction, and classroom management.

Pricing and Purchase Info

$95.77 online
$98.95 list price
In stock online
Ships free on orders over $25

From the Publisher

Covering the fundamentals of teaching instrumental music to secondary-school students, this indispensable resource examines the history and evolution of music education in Canada, along with changing currents in the philosophical and psychological approaches to curriculum design, studentinstruction, and classroom management.

Edwin B. Wasiak is an associate professor of music education in the Faculty of Education at the University of Lethbridge. He is a respected music educator with more than three decades of experience teaching instrumental music at the secondary and post-secondary levels. His writing and research focus on curriculum and instruction in mu...
Format:PaperbackDimensions:480 pages, 9 × 7 × 0.62 inPublished:June 3, 2013Publisher:Oxford University PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0199001219

ISBN - 13:9780199001217

Look for similar items by category:


Extra Content

Table of Contents

PrefaceAcknowledgementsIntroductionPart One: Setting the Foundation1. Instrumental Music in Canadian Schools: Past, Present, and FutureA Glimpse into the Past- Foundations of Instrumental Music in Canada- Development of Instrumental Music Education- The Dawn of a New MillenniumWhere Are We Today?Visioning for the Future2. A Case for Instrumental Music in Canadian SchoolsKey Philosophic Terms, Concepts, and Themes- Key Educational Philosophies- Key Music Philosophies- Key Music Education PhilosophiesSearching for AnswersRethinking Advocacy3. Becoming a Highly Effective Instrumental Music Educator in the Twenty-First CenturyThe Twenty-First Century Instrumental Music EducatorTransposing Covey- Habit 1: Be Proactive- Habit 2: Begin with the End in Mind- Habit 3: Put First Things First- Habit 4: Think Win/Win- Habit 5: Seek First to Understand, Then to Be Understood- Habit 6: Synergize- Habit 7: Sharpen the SawThe Eighth Habit: Find Your Voice and Inspire Others to Find TheirsPart Two: Planning for Success4. Planning for Professional GrowthWhy Plan?- Becoming CompetentPlanning Basics- Thought ExperimentPlanning for Personal and Professional Growth- Setting Goals5. Long-Term Planning and Program AdministrationStrategic Planning versus Planning Strategically- Strategic Planning Primer- Planning StrategicallyPlanning Successful Activities- Planning Strategically - W5 + H ChecklistOrientation Program- Purpose of the Orientation Program- Elements of an Effective Orientation ProgramBudget BasicsSchedulingParents' Organizations6. Planning for InstructionCurriculum 101- Constructivism- Understanding by Design (UbD) or "Backward Design" Primer- Curriculum Defined- Spiral Curriculum- Curriculum RealitiesLearning in the Instrumental Music Classroom- Learning Domains- Understanding Music Learning Outcomes- Writing Music Learning ObjectivesTeaching Instrumental Music Skillfully- Teaching StrategiesAsking Questions- Purposes of Questions- Questioning Technique- Wait-Time- Managing Questions- Levels of QuestionsFlow Theory7. Planning for Assessment and EvaluationKey Concepts: Making ConnectionsAssessment for, as, and of LearningPlanning for Assessment and EvaluationAssessment and Evaluation ToolkitI. Assessment for learningII. Assessment as learningIII. Assessment of learning8. Musical Understanding by DesignMusical Understanding by Design- What Is Musical Understanding?- Learning to Understand Music- Teaching for Musical UnderstandingLong-Term PlanningUbD Approach to Musical Unit Planning- What Is a Unit?- Why Do I Need to Plan Units?- How Do I Plan One?Lesson PlanningPart Three: Maximizing Teaching, Learning, and Music Making9. Teaching Musicianship from the PodiumBackground- A Case for PerformanceTMFP Strategies- Use High Quality Repertoire at All Levels- Guide Students to the Expressive Nature of Music- Involve Students in Musical Decision-Making- Balance the Art and Craft of Music Making- Activate Critical, Creative, and Musical Thinking- Strive for ArtistrySupplementing Rehearsal with Comprehensive Musicianship StrategiesProgram Planning and OrganizationThe Illustrative Lesson10. Rehearsing and ConductingThe Effective Conductor- Musical Leadership- Responsibilities- Score Preparation- Opening the EarsEffective Rehearsals- General GuidelinesThe ProcessElements of an Effective Rehearsal- The Rehearsal PlanIntroducing a New Piece- What Do I Do FirstDiagnosing Musical Problems/Prescribing Solution- Problem No. 1- Problem No. 2- Problem No. 3- Problem No. 4- Problem No. 5- Problem No. 6- Problem No. 7- Problem No. 8- Problem No. 9- Problem No. 10- Problem No. 11- Problem No. 12- Problem No. 13- Problem No. 14- Problem No. 15Final Word11. Informed Pedagogy: Maximizing Skill Acquisition, Minimizing InjuryInforming Music Teaching and Learning with ScienceHealth and SafetyStrategies for Safe and Efficient Skill Acquisition- Learning to Practice- Supervision- Models- Motivation- Goals- Strategies- Self-Assessment- Technology Tools- Software- Hardware- Applications (apps)- Websites. Countless!12. Establishing and Maintaining a Positive and Productive Learning EnvironmentClassroom Management and Leadership- The New Paradigm- Classroom Management and Leadership DefinedLeadership- Vision- Motivating and Influencing Others- CommunicationManagement- Time- Space- MatterMore Than Leadership and Management- Instruction- VariablesLearning to Establish and Maintain a Positive and Productive Learning EnvironmentMore Words of Wisdom from Six Exemplary Music Educators (Wasiak, 2010)More Words of Wisdom13. Bridging the Gap: Jazz BasicsCrossing overWhy Jazz Education?What is Jazz?OriginsSwingJazz TalkMusical Elements of JazzGetting StartedLearning to Improvise- Strategies for Success- Thinking CompositionallyBecoming a Jazz EducatorTeaching ImprovisationStarting a Jazz EnsembleBig Band Basics- RolesSet-UpRehearsal SuggestionsJazz Educator's ToolkitPart Four: Envisioning New Horizons14. Meeting the ChallengesStatus Quo- "Mind the Gap"- Globalization- CreativityLooking for Answers- The Challenges- Setting the Stage for CreativityTechnologyMulticulturalism- Why Multicultural Music Education in Canada?- A Case for Cross-Cultural Collaborations- Alternatives- Challenges and Opportunities15. Final ThoughtsReferencesGlossaryIndex*Note: All chapters include:- Learning Objectives- Scenario- Introduction- Conclusion- Activities for Pre-service Music Educators- Lists of Additional Readings and Resources

Editorial Reviews

"Based upon solid theoretical findings in the research field, but grounded in the reality of the classroom, this text bridges a gap that so rarely is dealt with in an effective manner." --Lisa Lorenzino, McGill University