Music Education as Praxis:
Reflecting on Music-Making as Human Action

Music Education as Praxis: Reflecting on Music-Making as Human Action, third in the State-of-the-arts series from the University of Maryland Performing Arts Library, publishes papers presented at the Charles Fowler Colloquium on Innovation in Arts Education at the University of Maryland, April 18-19, 1997.

Kathryn Martin's paper pays tribute to the late arts educator Charles Fowler and celebrates the naming of the colloquium for him. J. Terry Gates describes how and why the MayDay Group was formed in 1993, its purposes and its agenda. He connects the spirit and work of the MayDay Group to Charles Fowler's life-long accomplishments as advocate of arts education. Within the broad topic of music-making as thoughtful action, Keith Swanwick explores at length the concept of music-making as discourse and the role of metaphor in the process. David Elliott addresses the concept of musical creativity, drawing on a broad range of contemporary theories on creativity. Joanne Mead responds to Elliott's five kinds of knowing and applies those forms of knowledge to teaching and learning in her music classroom. Jere Humphreys emphasizes the importance of social-cultural context when teaching music since meaningful musical practice is embedded within their respective cultures. Irmgard Bontinck explores music as social activity and describes the relevance of the sociology of music for music education, particularly in the effort to bridge the gap between school and society on the one hand, and between the generations on the other. Michael Mark reiterates Bontinck's call to examine the complex relationship between music education and the musical needs of our society. Molly Weaver focuses on three issues raised by Bontinck: music education and the changing musical environment of students, the influence of electronic technology on the musical experience of students, and the extent to which music education can make use of the influence of electronic technology. Tom Regelski provides a detailed examination of action learning as a basis for music curriculum and instruction. Henry Jones reiterates Regelski's focus on the purposes and values of music education and how music educators can help students appreciate the broader purposes of their involvement in the arts. Barbara King agrees with Regelski's advocacy for action learning: music education as and for praxis and outlines the Maryland State Curricular Framework for Music, including reference to many contemporary curricular developments in music. Richard Colwell summarizes the ideas exposed in the Colloquium papers and responses and makes numerous references to Charles Fowler's various contributions to arts education throughout his career.

Edited by Marie McCarthy. 142 pages. ISBN 0-9655233-2-2.

To order a copy of Music Education as Praxis, please send a $15.00 check or money order, along with instructions for mailing, to:

Michelle Smith Performing Arts Library/SCPA
University of Maryland
2511 Clarice Smith Performing Arts Center
College Park, MD 20742
attn. Praxis order

Maryland residents please add 5% sales tax ($0.75). Make the check payable to The University of Maryland Foundation, Inc.

Return to the Charles Fowler Colloquium page.