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In recent years a number of publications have emerged which attempt to capture the critical issues in the field of music education, and as a lecturer in primary music education I find these general introductions useful in setting the scene for my students. Consequently, any new collection instantly attracts my attention and this publication, by Abeles and Custodero, is no exception.
What is instantly obvious is that this text does not emerge from the British tradition of music education. The list of references, while familiar in many instances, is rather remarkable for the names which are absent. That said, one might be forgiven for thinking that this text is more suitable for an American audience, and on first sight, that was indeed my own response. However, on closer inspection, here is a useful text that has much to offer all who study music education. For example, Roberta Lamb describes the American music tradition as having four components: band, orchestra, choir, general music. She explains the tensions and paradoxes in the various manifestations of this music tradition, in particular considering how more formal, instructional approaches to music making are regarded with higher esteem than those in which children engage in a more informal context. There is something here which chimes with tensions and developments in the English system, perhaps.
The book contains 14 chapters, organised in four sections. Each chapter deals with a separate issue in music education. There are similarities here with the issues raised in earlier collections, as one might expect, and it is interesting to consider differences and progression in thought. The chapters deal with: historical contexts; socio-cultural issues; philosophical perspectives; music and meaning; learning communities; musical learning and development; the curriculum; assessment; teaching methods; musical forms; genres and traditions; technology; current issues; music education research; and the professional development of a music teacher. In each case, the subject is approached from an American perspective, however, there is much here that casts light on UK, European and worldwide approaches to music education. In the remaining paragraphs I...