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2012, ISBN 0253005752, ages cm.
Book
2017, Oxford handbooks, ISBN 0199372136, xxx, 700 pages
"Few aspects of daily existence are untouched by technology. Learning and teaching music are no exceptions and arguably have been impacted as much or more than other areas of life... 
Music | Technological innovations | Instruction and study | Digital citizenship | Educational change | Music literacy | Creative practice | Educational technologies | Evidence-based education | Preservice teachers | Technology skill development | Participatory culture | Sound and place | Initial teacher education | Deterritorialization | Adaptive technology | Distinction | Learners with exceptionalities | Makers | Music learning | Music education curriculum | Africa | Techno-human future | Praxis shock | Long-distance learning | Musical subjectivity | Pop | Twenty-first-century skills | Instrument-making | Universal design for learning | Romanticism | Technological determinism | Finland | Stakeholders | Teacher preparation | Music teacher education | Learning and teaching | Music teacher roles | Problem-finding | Authority | Musicians workshop | Disabilities | Slow music | Collaborative model | School classrooms | Contextual | Innovation | Faculty development | Literacies | Innovative pedagogies | Professional development | Communication | Context | Multimedia | Social | Skill development | Techné | Public health communication | Self-determination | Social technologies | Musically educated | Education technology | Irrelevant | West africa | Out-of-school learning | Curriculum | Place | Power | Participation | Enabling technologies | Humans | Music notation | Totally pedagogized society | European perspectives | Living well with less | Learner-centered | Metaphor | Multiarts | Teaching | Learning | Creative literacy | Networked technologies | Heidegger | Pedagogical fundamentalism | Peer-to-peer learning | Technology and music creativity | Sound recordings | Teenagers | Digital technology | Primary schools | Creation | Technological affordances | Interaction | Behavior change | Parochial practice | English secondary schools | Music teacher preparation | Music technologies | Democratic education | Scepticism | Music technology | Digital audio workstations | Maker space | Technology integration | Technological limitations | Tpack | Mobile learning | Information and communication technology | Internet | Savoring | Teacher attitudes | Practice-led enquiry | Greek education | Postsecondary music education | Teacher resistance | Inclusion | Epistemology | Hip-hop | Administrative technologies | Equity | Risk | Narcissism | Higher education change | Poiesis | Classroom music teaching | Classroom | Community music | Digital pedagogy | Technology traditions | Authentic processes | Autonomy | Children | Music education technology | Popular music | Aristotle | International | Non-formal music education | Composition | Health | Globalization | Pop music | Rhythmic video games | Exploration | Motivate | Learner/musician | Apprenticeship | Higher education | Slow food | Informal learning | Community | Gender issues | Music fluency | Education policy | Autonomy popular music | Credentialing | Education 3.0 | Communities of musical practice | Music education | Prosumer | Technology access | School-based routes | Pre-service teachers | Ict in music education | Musical intelligence | Mediatization | Augmenting music | Local | Disease control | Creativity | Technologies | Technology competencies | Local context | Totally technologized society | Teacher educator | Teaching with technology | Performance | Sociocultural | Digital natives | Texas music education | Guinea | Diversity | Teacher certification | Invention | Ensembles | Implementation | Empowerment | Technogenesis | Well-being | Music teachers’ concerns | Sociology | Musical analysis | Informal music learning | Digital literacies | Pedagogy in-service preservice | Sequencing | Information communications technology | Communities of response | Conservatory model | Tools | Spreadability | Flow | Learning resources | African context | Interest-driven learning | Play | School experience | Pedagogy | Recording | Differentiation | Integration of technology | Policy | Choice | Digital arts | Music teacher certification | Limitations | Passeur culturel | Celebrities | Radical pedagogy | Education | Ofsted | Technology | Learner agency | Electronica | Culture | Musicking | Role of technology | Pedagogical paradigms | Teacher training | Digital culture | Ethnomusicology | Youth | Vulnerability | Pressure | Mobile technologies | Place philosophy | Digital media | Piano | Groove | School music | Internet evolution | Software | Musicianship | Technology use philosophies of technology | Assimilation | Facilitator | Constructionism | New media | At-risk student | Self led development | Music teacher educators | Rhythmic video games music technology | Notation | Music making | Perspective | Music experience | Higher music education | Participatory music | East timor | Music theory | Triple revolution | Portfolios | Ethnography | Futurism | Gcse examination | Music teacher attitudes | West | Fear of change | Digital music | Opportunities | Change | Commodification | Linguistic relativity | Digital instruments | Technological assimilation | Digital learners | Inclusive | Pluralism | Collaboration | Teacher education
Book
2015, 1st ed., ISBN 0520283120, 241
"K-Pop: Popular Music, Cultural Amnesia, and Economic Innovation in South Korea seeks at once to describe and explain the emergence of export-oriented South Korean popular music and to make sense of larger... 
Economic aspects | Music and globalization | Social aspects | History and criticism | Popular music | Korea (South) | Music | MUSIC | Genres & Styles | Pop Vocal
Book
2008, ASHGATE POPULAR AND FOLK MUSIC SERIES., ISBN 9780754662426, 226
This pioneering book reveals how the music classroom can draw upon the world of popular musicians' informal learning practices, so as to recognize and foster a range of musical skills and knowledge... 
Education Policy | Popular Music | Music & Education | Non-formal education | Music | Education, Secondary
Book
2008, ASHGATE POPULAR AND FOLK MUSIC SERIES., ISBN 9780754662426, 226
This pioneering book reveals how the music classroom can draw upon the world of popular musicians' informal learning practices, so as to recognize and foster a range of musical skills and knowledge... 
Education Policy | Popular Music | Music & Education | Non-formal education | Music | Education, Secondary
Book
2011, ISBN 9781409434139, viii, 157
Critical of technologically determinist assumptions underpinning current educational policy, Victoria Armstrong argues that this growing technicism has grave implications for the music classroom... 
Sex differences in education | Technological innovations | Music | Computer music | Music and technology | Instruction and study | Gender and Sexuality in Popular Music | Music Technology | Music & Education | Great Britain | Computer composition | Technology and women | Gender identity in music
Book
2018, ISBN 0786498986, vii, 219 pages
"Rap synthesizes rhythmic vocals with complex beats, intonational systems, song structures, orchestration and instrumentalism. The author advances a rethinking... 
History and criticism | Analysis, appreciation | Rap (Music)
Book
2004, acls humanities e-book, ISBN 9780819566966, xiii, 226
.... cm. - (Music/culture) (p.), discography (p. ), and index. ISBN 0-8195-6695-0 (cloth: alk. paper) - ISBN 0-8195-6696-9 (pbk.: alk. paper) 1. Rap (Music)-History... 
Production and direction | History | History and criticism | Rap (Music) | MUSIC | SOCIAL SCIENCE | Popular Culture | Turntablists | United States | Hip-hop | Turntablism | Sound recording executives and producers
Book
Journal
2012, Ashgate popular and folk music series, ISBN 1409438023, cm.
The musicological study of popular music has developed, particularly over the past twenty years, into an established aspect of the discipline... 
Popular Music | Music Theory | History and criticism | Analysis, appreciation | Popular music | Songs | Sound recordings in musicology
Book
2008, 1, Ashgate popular and folk music series, ISBN 0754658724, xiv, 238
Written against the academically dominant but simplistic romanticization of popular music as a positive force, this book focuses on the 'dark side' of the subject... 
Social aspects | Music and violence | Popular music | Popular Music
Book