The Oxford Handbook of Choral Pedagogy (Oxford Handbooks)

As the landscape of choral education changes - disrupted by Glee , YouTube, and increasingly cheap audio production software - teachers of choral conducting need current research in the field that charts scholarly paths through contemporary debates and sets an agenda for new critical thought and practice. Where, in the digitizing world, is the field of choral pedagogy moving? Editor Frank Abrahams and Paul D. Head, both experienced choral conductors and teachers, offer here a comprehensive handbook of newly-commissioned chapters that provide key scholarly-critical perspectives on teaching and learning in the field of choral music, written by academic scholars and researchers in tandem with active choral conductors. As chapters in this book demonstrate, choral pedagogy encompasses everything from conductors' gestures to the administrative management of the choir. The contributors to The Oxford Handbook of Choral Pedagogy address the full range of issues in contemporary choral pedagogy, from repertoire to voice science to the social and political aspects of choral singing. They also cover the construction of a choral singer's personal identity, the gendering of choral ensembles, social justice in choral education, and the role of the choral art in society more generally. Included scholarship focuses on both the United States and international perspectives in five sections that address traditional paradigms of the field and challenges to them; critical case studies on teaching and conducting specific populations (such as international, school, or barbershop choirs); the pedagogical functions of repertoire; teaching as a way to construct identity; and new scholarly methodologies in pedagogy and the voice. As The Landscape Of Choral Education Changes--disrupted By Glee, Youtube, And Increasingly Cheap Audio Production Software--teachers Of Choral Conducting Need Current Research In The Field That Charts Scholarly Paths Through Contemporary Debates And Sets An Agenda For New Critical Thought And Practice. Where, In The Digitizing World, Is The Field Of Choral Pedagogy Moving? Editor Frank Abrahams And Paul D. Head, Both Experienced Choral Conductors And Teachers, Offer Here A Comprehensive Handbook Of Newly-commissioned Chapters That Provide Key Scholarly-critical Perspectives On Teaching And Learning In The Field Of Choral Music, Written By Academic Scholars And Researchers In Tandem With Active Choral Conductors. As Chapters In This Book Demonstrate, Choral Pedagogy Encompasses Everything From Conductors' Gestures To The Administrative Management Of The Choir. The Contributors To The Oxford Handbook Of Choral Pedagogy Address The Full Range Of Issues In Contemporary Choral Pedagogy, From Repertoire To Voice Science To The Social And Political Aspects Of Choral Singing. They Also Cover The Construction Of A Choral Singer's Personal Identity, The Gendering Of Choral Ensembles, Social Justice In Choral Education, And The Role Of The Choral Art In Society More Generally. Included Scholarship Focuses On Both The United States And International Perspectives In Five Sections That Address Traditional Paradigms Of The Field And Challenges To Them; Critical Case Studies On Teaching And Conducting Specific Populations (such As International, School, Or Barbershop Choirs); The Pedagogical Functions Of Repertoire; Teaching As A Way To Construct Identity; And New Scholarly Methodologies In Pedagogy And The Voice [publisher Description] Theory -- Part 1. Challenging Traditional Paradigms -- Part 2. Construction Of Identity And Meaning -- Part 3. World Perspectives -- Practice -- Part 4. Repertoire As Pedagogy -- Part 5. Teaching And Conducting Diverse Populations -- Part 6. Choral Pedagogy And The Voice. Edited By Frank Abrahams And Paul D. Head. Includes Bibliographical References And Index. As the landscape of choral education changes - disrupted by Glee, YouTube, and increasingly cheap audio production software - teachers of choral conducting need current research in the field that charts scholarly paths through contemporary debates and sets an agenda for new critical thought and practice. Where, in the digitizing world, is the field of choral pedagogy moving? Editor Frank Abrahams and Paul D. Head, both experienced choral conductors and teachers, offer here a comprehensive handbook of newly-commissioned chapters that provide key scholarly-critical perspectives on teaching and learning in the field of choral music, written by academic scholars and researchers in tandem with active choral conductors.As chapters in this book demonstrate, choral pedagogy encompasses everything from conductors' gestures to the administrative management of the choir. The contributors to The Oxford Handbook of Choral Pedagogy address the full range of issues in contemporary choral pedagogy, from repertoire to voice science to the social and political aspects of choral singing. They also cover the construction of a choral singer's personal identity, the gendering of choral ensembles, social justice in choral education, and the role of the choral art in society more generally. Included scholarship focuses on both the United States and international perspectives in five sections that address traditional paradigms of the field and challenges to them; critical case studies on teaching and conducting specific populations (such as international, school, or barbershop choirs); the pedagogical functions of repertoire; teaching as a way to construct identity; and new scholarly methodologies in pedagogy and the voice. This text explores varied perspectives on teaching, learning, and performing choral music. Authors are academic scholars and researchers as well as active choral conductors. Topics include music programming and the selection of repertoire; the exploration of singer and conductor identity; choral traditions in North America, Western Europe, South America, and Africa; and the challenges conductors meet as they work with varied populations of singers. Chapters consider children’s choirs, world music choirs, adult community choirs, gospel choirs, jazz choirs, professional choruses, collegiate glee clubs, and choirs that meet the needs of marginalized singers. Those who contributed chapters discuss a variety of theoretical frameworks including critical pedagogy, constructivism, singer and conductor agency and identity, and the influences of popular media on the choral art. The text is not a “how to” book. While it may be appropriate in various academic courses, the intention is not to explain how to conduct or to organize a choral program. While there is specific information about vocal development and vocal health, it is not a text on voice science. Instead, the editors and contributing authors intend that the collection serve as a resource to inform, provoke, and evoke discourse and dialogue concerning the complexity of pedagogy in the domain of the choral art Where, in the digitising world, is the field of choral pedagogy moving? Editors Frank Abrahams and Paul D. Head, both experienced choral conductors and teachers, offer here a comprehensive handbook of newly-commissioned chapters that provide key scholarly-critical perspectives on teaching and learning in the field of choral music, written by academic scholars and researchers in tandem with active choral conductors