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Full Product Details

Author:   Victoria Armstrong
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Edition:   New edition
Dimensions:   Width: 15.60cm , Height: 1.10cm , Length: 23.40cm
Weight:   0.453kg
ISBN:  

9781409417842

ISBN 10:   1409417840
Pages:   166
Publication Date:   19 September 2011
Audience:   College/higher education ,  General/trade ,  Tertiary & Higher Education ,  General
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Reviews

'In this sharp analysis Victoria Armstrong lays bare many of the unexamined assumptions that lie behind our everyday musical practices. Illustrated throughout with entertaining, but critically analysed vignettes from everyday life in the music technology classroom, her discussion has relevance for so much else besides: the sociology of music in general, the sociology of technology, gender and education, studies of creativity, and musical meaning. The book challenges not only school teachers but university lecturers, students and all users of music technology - or indeed those who avoid using it - to stop and think again.' Lucy Green, London University Institute of Education '...this a valuable resource for students of music education and a must for gender studies... The bibliography and index are thorough... Recommended.' Choice '... the remedial proposals [Armstrong] puts forward in the final chapter as ways of helping to redress the gender imbalance are persuasive and thought-provoking.' British Journal of Educational Technology 'Victoria Armstrong's book marks an important step in increasing the awareness of how music technology and the cultures surrounding it influence music making practices for students and teachers... Undoubtedly this worthwhile book offers important insights into music technology's place in schools, making a clear case for gender equity in music education being more than just a matter of equal access to equipment. It challenges us to reconsider the role of technology in contemporary education through a greater awareness of the variety of practices, cultures and social meanings that emerge through and around its use. Recommended reading for anyone involved in the teaching of music.' Music Education Research Journal '... fluent, articulate and critical throughout. It engages with a broad range of ideas and there are constant provocations that got me thinking. It is hard to argue with her central thesis and her implications for future teaching and research deserve serious consideration... this book is long overdue. The research in this area has been minimal. Armstrong has done a fantastic job in exploring these issues and I highly recommend this book to you.' Jonathan Savage - Supporting innovation in education 'It casts revealing light on an issue that plays a central but complex role in the gender politics of the music classroom and offers credible ways forward to recognise, challenge and change a set of assumptions that are particularly central and crucial to how young women experience and engage with music making and technology.' Music Teacher 'The book is well written with substantial references from many prior studies from within music education research and more general gender research literature. The author's argument is well presented, well supported and deserves careful consideration. This book should be read by music teachers who employ music technology in an attempt to democratise their classrooms and make music composition available to all pupils regardless of their prior musical experience. They would then without doubt reflect on the important gender issues raised in this book and guard against the potential male dominance in the technological classroom.' British Journal of Music Education 'Armstrong's book is most beneficial to K-12 music curriculum designers and teachers who will be supported by it in guarding against essentialist approaches to training their pupils in the use of music technology. Theorists might brief this book to get a view of what is 'going on in the trenches' behind the larger political argument. The book is extremely well-organized with clear introductions and cogent conclusions in each chapter...' IAWM Journal

'In this sharp analysis Victoria Armstrong lays bare many of the unexamined assumptions that lie behind our everyday musical practices. Illustrated throughout with entertaining, but critically analysed vignettes from everyday life in the music technology classroom, her discussion has relevance for so much else besides: the sociology of music in general, the sociology of technology, gender and education, studies of creativity, and musical meaning. The book challenges not only school teachers but university lecturers, students and all users of music technology - or indeed those who avoid using it - to stop and think again.' Lucy Green, London University Institute of Education '...this a valuable resource for students of music education and a must for gender studies... The bibliography and index are thorough... Recommended.' Choice ’... the remedial proposals [Armstrong] puts forward in the final chapter as ways of helping to redress the gender imbalance are persuasive and thought-provoking.’ British Journal of Educational Technology ’Victoria Armstrong’s book marks an important step in increasing the awareness of how music technology and the cultures surrounding it influence music making practices for students and teachers... Undoubtedly this worthwhile book offers important insights into music technology’s place in schools, making a clear case for gender equity in music education being more than just a matter of equal access to equipment. It challenges us to reconsider the role of technology in contemporary education through a greater awareness of the variety of practices, cultures and social meanings that emerge through and around its use. Recommended reading for anyone involved in the teaching of music.’ Music Education Research Journal ’... fluent, articulate and critical throughout. It engages with a broad range of ideas and there are constant provocations that got me thinking. It is hard to argue with her central thesis and her implications for

'In this sharp analysis Victoria Armstrong lays bare many of the unexamined assumptions that lie behind our everyday musical practices. Illustrated throughout with entertaining, but critically analysed vignettes from everyday life in the music technology classroom, her discussion has relevance for so much else besides: the sociology of music in general, the sociology of technology, gender and education, studies of creativity, and musical meaning. The book challenges not only school teachers but university lecturers, students and all users of music technology - or indeed those who avoid using it - to stop and think again.' Lucy Green, London University Institute of Education '...this a valuable resource for students of music education and a must for gender studies... The bibliography and index are thorough... Recommended.' Choice '... the remedial proposals [Armstrong] puts forward in the final chapter as ways of helping to redress the gender imbalance are persuasive and thought-provoking.' British Journal of Educational Technology 'Victoria Armstrong's book marks an important step in increasing the awareness of how music technology and the cultures surrounding it influence music making practices for students and teachers... Undoubtedly this worthwhile book offers important insights into music technology's place in schools, making a clear case for gender equity in music education being more than just a matter of equal access to equipment. It challenges us to reconsider the role of technology in contemporary education through a greater awareness of the variety of practices, cultures and social meanings that emerge through and around its use. Recommended reading for anyone involved in the teaching of music.' Music Education Research Journal '... fluent, articulate and critical throughout. It engages with a broad range of ideas and there are constant provocations that got me thinking. It is hard to argue with her central thesis and her implications for

Author Information

Dr Victoria Armstrong, St Mary's University, Twickenham, UK

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