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By Keith Swanwick

In the World Library of Educationalists series, foreign specialists bring together career-long collections of what they pass judgement on to be their most interesting items – extracts from books, key articles, salient learn findings, significant theoretical and functional contributions – so the realm can learn them in one plausible quantity. Readers may be in a position to stick with the subjects and strands and spot how their paintings contributes to the improvement of the field.

Since the book of A foundation for tune Education in 1979, Keith Swanwick has persevered to be a big impression at the concept and perform of tune schooling. The overseas allure of his insights into the basics of song and track schooling is recognized in invites from greater than twenty international locations to offer Key notice shows, behavior workshops, and suggest as a specialist. those comprise such varied locations as Kazakhstan, Colombia, Iceland and Papua New Guinea. in the course of 1998 he was once vacationing Professor, college of Washington.

In this assortment, Swanwick brings jointly 12 of his key writings to provide an summary of the improvement of his personal paintings and of the sector of song schooling. The textual content permits the reader to contemplate Swanwick’s method of tune schooling and the way it truly is characterized through a priority for musical, and to a point wider creative, approaches, formed by means of his event as a instructor and acting musician in a number of settings, and likewise via the impacts of philosophers, psychologists and sociologists.

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Play, Dreams and Imitation in Childhood. Routledge and Kegan Paul, 1951. 10 Vygotsky, L. S. ‘Play and its Role in the Mental Development of the Child’. In Bruner, J. , Sylva, K. ), Play. 537–554. 11 Freud, S. The Interpretation of Dreams, The Complete Psychological Works, Vol. V. 66. 12 Owen, W. The Parable of the Old Man and the Young. The Collected Poems (ed. C. Day Lewis). 42. 13 Freud, S. In Wollheim, op. cit. 74. 14 Piaget, op. cit. 87–89. 15 Newman, J. H. Cardinal On the Scope and Nature of University Education.

We should accept that a teacher’s role involves a concern for strength­en­ing the rela­tion­ship between pupils and music. This involves increas­ing atten­tion to and the level of involve­ment with music in a conscious and delib­er­ate way. The media are better equipped than teach­ers to gener­ate a ‘state of music’ and they do it very well. The indi­vidual teacher is better employed promot­ing what I call the integ­rity of the partic­u­lar. Even to talk about ‘music’ as we have been doing, as if it were a single and simple thing, is to run the risk of under­es­tim­at­ing its poten­tial power and infin­ite variety.

This happens to a certain extent already and the result is that we tend to get little discon­nec­ted units of music history, frag­ments of ‘harmony and compos­ i­tion’, some instru­mental teach­ing, choral and orches­tral perform­ance on special occa­sions, and, more rarely, help with audi­tion. The import­ant thing is that indi­ vidual teach­ers should endeav­our to illu­min­ate the partic­u­lar task in hand with light from other aspects of C(L)A(S)P, whatever their special­ism. The reluct­ance to do this is most clearly seen in our univer­sit­ies and colleges of music and there are under­ly­ing diffi­culties in the present organ­iz­a­tion of courses and quality of staff­ing.

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