MARC details
| 000 -LEADER |
|---|
| fixed length control field |
05840cam a2200325Ii 4500 |
| 001 - CONTROL NUMBER |
|---|
| control field |
ocn899284498 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
OCoLC |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20170227164321.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
150107s2014 txua b 001 0 eng |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9781937440619 |
| 024 ## - OTHER STANDARD IDENTIFIER |
|---|
| Standard number or code |
1937440613 |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(OCoLC)899284498 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
ZLM |
| Language of cataloging |
eng |
| Transcribing agency |
ZLM |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Rickson, Daphne |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Creating music cultures in the schools : |
| Remainder of title |
a perspective from community music therapy / |
| Statement of responsibility, etc. |
Daphne Rickson and Katrina Skewes McFerran. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
London : |
| Name of producer, publisher, distributor, manufacturer |
Barcelona Publishers, |
| Date of production, publication, distribution, manufacture, or copyright notice |
2014 |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
190 pages : |
| Other physical details |
illustrations ; |
| Dimensions |
23 cm |
| 336 ## - CONTENT TYPE |
|---|
| Content type term |
text |
| Content type code |
txt |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
|---|
| Media type term |
unmediated |
| Media type code |
n |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
|---|
| Carrier type term |
volume |
| Carrier type code |
nc |
| Source |
rdacarrier |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc |
Includes bibliographical references (pages 174-184) and indexes. |
| 505 0# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Philosophies and values. Outlining the vision ; Underpinning assumptions ; Toward collaboration -- The bigger picture surrounding musicking in schools. Marking out the international context ; Considering relevant theories of learning ; Considering relevant developments in music therapy theory ; Understanding the context of contemporary schools ; The distribution of power in schools ; Empowerment ; Music in schools ; Health, equity, and empowerment through musicking -- Building flourishing music cultures in schools. Principles of musical engagement ; A model of action and reflection ; Conclusion ; Introduction to vignettes -- Embedding music into a mainstream school to promote connectedness : a Principal's perspective. Getting a feel for the system ; Implementing potential programs ; Establishing music in the school community -- Including diverse learners in a major music event in the community to promote inclusion : a teacher's perspective. Getting a feel for the system ; Experimenting with what we can do ; Implementing the program ; Considering sustainability -- Contributing to community-building activities in an all-girls private secondary school : a music teacher's perspective. Getting a feel for the system ; Providing examples and experimenting with what we can do ; Implementing potential programs ; Establishing music for well-being in the school community ; Considering sustainability -- Working with the barriers for an individual child : a teacher's aide's perspective. Getting a feel for the system ; Providing examples of what we can do ; Implementing potential programs ; Establishing music in the school community ; Considering sustainability -- Incorporating well-being into music lessons : an instrumental teacher's perspective. Getting a feel for the system ; Working with Mark. Experimenting with what we can do; Implementing a program ; Working with Tan Chuan. Experimenting with what we can do ; Working with Hamzah. Experimenting with what we can do; Implementing a program ; Establishing music in the school community ; Considering sustainability -- Building on musical foundations to foster social development : a teacher's perspective. Getting a feel for the system ; Providing examples and experimenting with what we can do ; Implementing potential programs ; Establishing music in the school community ; Considering sustainability -- Consultation with a bilingual school in Thailand : an administrator's perspective. Getting a feel for the system ; Providing examples and experimenting with what we can do ; Implementing potential programs ; Considering sustainability -- Evaluating musical engagement. Critical decisions. Targeting structures, not individuals; Using reflection rather than measurement ; Evaluation tool ; Evaluation examples ; Conclusion -- Conclusion -- Appendix 1: Example of a final report -- Appendix 2: Musical engagement tool (What did people say and do?) |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
"This book focuses on the powerful influence music programs can have on well-being and connectedness in schools. It is written specifically for music specialists working in school communities, including music therapists, classroom music teachers, instrumental teachers and generalist teachers. In the first three chapters, Rickson and McFerran outline relevant philosophies, policies and practices to provide a rationale for why an expanded view of music is needed in contemporary schools. Drawing on theories and practices from community music therapy they then demonstrate how music cultures can be developed and nurtured when the values of mutuality, respect, empowerment and commitment are applied through a collaborative model of action and reflection. Seven chapters provide different examples of how this might look, with each written from the perspective of either the school principal, classroom teacher, instrumental teacher, music coordinator, service manager, assistant teacher and of course, the music therapist. These examples convey the authors' experiences of building strong music cultures in schools, in collaboration with colleagues. The book concludes with a discussion of evaluation that is grounded in the values that drive collaborative programs, and an evaluation tool is provided with two examples of how it should be applied. McFerran and Rickson's stories and theories clearly draw on their decades of experience as registered music therapists, music therapy teachers and researchers working in special schools, special education units, and regular mainstream schools with staff and learners who have an array of cultural knowledge, skills, and abilities. This book offers a much-needed expansion of traditional ways of using music in schools and will inspire the reader to explore new ways of fostering growth in their own school community."--Publisher's website. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
MUSIC THERAPY |
| 9 (RLIN) |
1638 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
SCHOOLS |
| 9 (RLIN) |
2202 |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
McFerran, Katrina, |
| Dates associated with a name |
1972- |
| 901 ## - LOCAL DATA ELEMENT A, LDA (RLIN) |
|---|
| a |
EDUCATION |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Dewey Decimal Classification |
| Koha item type |
Book |
| 948 ## - LOCAL PROCESSING INFORMATION (OCLC); SERIES PART DESIGNATOR (RLIN) |
|---|
| h (OCLC) |
HELD BY NWIHC - 11 OTHER HOLDINGS |
