“Jorgensen breaks new ground by capturing in poetic, metaphoric, and imaginative ways the competing and contradictory relationships that make up our everyday work.”―Randall Everett Allsup, Teachers College, Columbia University
“With the freshest approach in years, Jorgensen moves beyond the semantic and literal confines of language offering readers a quite original approach to the meaning and practice of music education. Her repertory consists in the brilliant exposition of 12 metaphors and models accompanied by Hodson’s elegantly crafted drawings. Moving beyond earlier writings, Jorgensen provides unique ways to imagine and conceptualize music teaching and learning. Readers are challenged to blend philosophical and practical considerations while exploring a panorama of possibilities for rethinking the meaning and purpose of pedagogy and performancea must read for music students and veteran teachers alike.”―Mary Reichling, School of Music, University of Louisiana at Lafayette
“In an important sense, this book models what it means and implies for music educators and their pupils to think more ‘dialogically, dialectically, dynamically, and inclusively about the worlds of music education.’ It is less about ‘what’ as ‘how’ to think about music education and, as such, should be viewed as an important resource for pre-service music teachers especially.”―Philosophy of Music Education Review
“As a first step in ‘delineating the lines of more robust theoretical frames for comparative approaches to music education’, this may well prove to be a landmark book. Fresh, vital and invaluable.”―Music Teacher
With the freshest approach in years, Jorgensen moves beyond the semantic and literal confines of language offering readers a quite original approach to the meaning and practice of music education. Her repertory consists in the brilliant exposition of 12 metaphors and models accompanied by Hodson’s elegantly crafted drawings. Moving beyond earlier writings, Jorgensen provides unique ways to imagine and conceptualize music teaching and learning. Readers are challenged to blend philosophical and practical considerations while exploring a panorama of possibilities for rethinking the meaning and purpose of pedagogy and performancea must read for music students and veteran teachers alike.
— Mary Reichling ― School of Music, University of Louisiana at Lafayette
About the Author
Estelle R. Jorgensen is Professor of Music at the Jacobs School of Music, Indiana University Bloomington. She is author of In Search of Music Education; Transforming Music Education (IUP, 2003); and The Art of Teaching Music (IUP, 2008). She is editor of Philosophy of Music Education Review.
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