Abstract
The culminating issue in any professional framework for music teaching and learning involves complex questions concerning curriculum and instruction. Analyzing the concept of “curriculum” provides a foundation for building answers to some of these questions.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Apple, M. 2001. Educating the “right” way: Markets, standards, God, and inequality. New York: Routledge/Falmer.
Benedict, C. K. 2003. Chasing legitimacy: The national music standards viewed through a critical theorist framework. Doctoral dissertation, Teachers College, Columbia University.
Bobbitt, F. 1918. The curriculum. Boston: Houghton Mifflin.
Colwell, R. 2004. A peek at an international perspective on assessment. In Music education entering the 21st century, P. Shand, Nedlands, ed. Western Australia: International Society for Music Education.
Elliott, D. J. 1995. Music matters: A new philosophy of music education. New York: Oxford University Press.
Posner, G., and A. Rudnitsky. 1986. Course design. New York: Longman.
Tanner, D., and L. Tanner. 1975. Curriculum development: Theory into practice. New York: Macmillan.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Elliott, D.J. (2009). Curriculum as Professional Action. In: Regelski, T., Gates, J. (eds) Music Education for Changing Times. Landscapes: the Arts, Aesthetics, and Education, vol 7. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-2700-9_13
Download citation
DOI: https://doi.org/10.1007/978-90-481-2700-9_13
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-90-481-2699-6
Online ISBN: 978-90-481-2700-9
eBook Packages: Humanities, Social Sciences and LawEducation (R0)