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22452 results in Education

Page 469 of 1123

Singing for Schools and Congregations
  • A Grammar of Vocal Music, with a Course of Lessons and Exercises Founded on the Tonic Solfa Method, and a Full Introduction to the Art of Singing at Sight from the Old Notation ...
  • John Curwen
  • Published online:
    05 October 2014
    Print publication:
    19 September 2013
  • John Curwen (1816–80), minister and music educationist, is remembered for his promotion in Britain of the tonic sol-fa system of teaching singing. He had an innate understanding of the social value of music in education, and it was in response to being asked in 1841 to recommend the best way of teaching music in Sunday schools that he developed Norwich schoolteacher Sarah Glover's system from her Scheme for Rendering Psalmody Congregational (1835). He would spend the rest of his life refining it. Not to be confused with John Hullah's 'fixed doh' system, Curwen's method spread rapidly and by the 1860s over 180,000 people in Britain were learning tonic sol-fa. First published in 1843 and reissued here in its revised and expanded edition of 1848, this thorough textbook sets out Curwen's method, complete with a wide range of exercises for class practice.

Music and Education
  • Joseph Mainzer
  • Published online:
    05 October 2014
    Print publication:
    19 September 2013
  • Published in 1848, this short work by Joseph Mainzer (1801–51) argues for the considerable value of music as part of general education. A German priest, teacher and composer, Mainzer had an important influence on the development of amateur music and the choral movement in the first half of the nineteenth century. Attracting large numbers of adult labourers, he gave free singing classes, using his own highly influential teaching system. Music, Mainzer argues here, not only brings direct moral and social benefits, but also takes the place of potentially harmful habits and leisure activities, such as the drinking of alcohol. The work defines music in relation to its educational value and potential, exploring the origins, development and moral influence of music since the ancient Greeks. Mainzer also discusses the ways in which music is taught at all levels.

History, Geography and Civics
  • Teaching and Learning in the Primary Years
  • John Buchanan
  • Published online:
    12 August 2019
    Print publication:
    09 September 2013
  • History, Geography and Civics provides an in-depth and engaging introduction to teaching and learning socio-environmental education from F-6 in Australia and New Zealand. It explores the centrality of socio-environmental issues to all aspects of life and education and makes explicit links between pedagogical theories and classroom activities. Part I introduces readers to teaching and learning history, geography and environmental studies, and civics and citizenship, as well as issues in intercultural and global education. Part II explores the use of media and sources, values and attitudes, assessment and creative teaching. Each chapter provides links to the Australian Curriculum, including cross-curriculum priorities: sustainability, Aboriginal and Torres Strait Islander education, and Asia and Australia's engagement with Asia. History, Geography and Civics encourages the reader to consider their own beliefs, values and attitudes in relation to their teaching and includes provocations and reflective questions to foster discussion and engagement.

  • Chapter 8 - Teaching values

  • from Part 2 - Processes
  • John Buchanan, University of Technology, Sydney
  • Book:
    History, Geography and Civics
    Published online:
    12 August 2019
    Print publication:
    09 September 2013, pp 130-148

  • Summary

    We refuse to believe that the bank of justice is bankrupt.

    (Martin Luther King Jr, cited in ABCNews, 2013)

    Consciously, we teach what we know; unconsciously, we teach who we are.

    (Hamachek, 1999, p. 209)

    Learning outcomes

    This chapter aims to contribute to your ability to:

  • understand the nature of values (study of which is known as axiology, from the Greek axios meaning ‘worthy’)

  • become familiar with the role and impacts of values on (social and environmental) teaching and learning

  • develop awareness of opportunities for including values education in your teaching

  • develop knowledge and understanding of some of the larger religious traditions, and ways of teaching about them.

    • Introduction

    This chapter is placed under the topic of processes because the study of values should pervade and permeate all of your teaching. The chapter explores how the heart might be drawn into our studies of society and environment, and at how our hearts might metaphorically respond. As with Civics and Citizenship Education in particular, values education is cognitive, affective and conative (or ‘volitional’; Kriewaldt & Taylor, 2012, p. 304)) in nature. Kriewaldt and Taylor add that values education is ‘one of the most complex and ambiguous aspects of teaching’. A discussion of the federal government’s Northern Territory Intervention, or of funding for non-government schools, for example, might garner vastly different and passionately held views. If you are teaching an issue that you hold dear, it may be helpful to stand back, examine and decode the things that make you so passionate about it.

Page 469 of 1123