| |
| | Gender Research in Music Education |
 | | Music teachers are very focused on results, so there is usually resistance to a class that covers philosophy, history and culture, as opposed to fingerings, fundraising and puppet-making. |
 | | In particular, her involvement as the supervisor of music for the public schools of Detroit, as instructor of vocal culture training (1886) at the Detroit Conservatory of Music, and two years later as an instructor of public school music demonstrates her pioneer spirit (1888). |
 | | Music teaching and learning need not be restricted to traditional school settings, and may be considered to include any level of instruction, including professional studies in musicology, performance, theory, etc., as well as innovative or unique ideas, practices, and/or settings reflecting different musical traditions and approaches. |
| post.queensu.ca /~grime/v13n1.html (5208 words) |
|