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Home > Society and Social Sciences > Education > Higher education, tertiary education > Beyond the Notes: Teaching and Learning Music at Historically Black Colleges and Universities
Beyond the Notes: Teaching and Learning Music at Historically Black Colleges and Universities

Beyond the Notes: Teaching and Learning Music at Historically Black Colleges and Universities


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About the Book

Beyond the Notes: Teaching and Learning Music at Historically Black Colleges and Universities examines teaching and learning music at America’s Historically Black Colleges and Universities (HBCUs) through a quadripartite framework – the context (sociocultural influences and institutional missions); the constituents (demographic and characteristics traits of students, faculty, and surrounding communities); the construct (curricula design and instructional delivery); and the confluence (an explanation of why the context, constituents, and construct all must be considered simultaneously). The book is divided into four sections based on the thematic perspectives from the C4 quadripartite framework. The first section provides historical information pertinent to why specific institutions were founded for African Americans. The second section examines the unique positioning of African Americans in the narratives of higher education and the implications of their omission from the historical literature for music education practices. The third section explores the music curricula and specific pedagogical approaches for teaching at HBCUs and considers various ways the music classroom can serve to deconstruct the systems of ideology that have historically marginalized, suppressed, and subjugated minoritized voices within the field of music. The fourth and final section posits the importance of simultaneously considering the aforementioned thematic perspectives in order to address institutional systems that perpetuate discrimination within music classrooms. Beyond the Notes is valuable reading for students and Faculty at HBCUs, Higher Education administrators, and anyone with a passion for music education and a desire to understand the unique challenges and opportunities within HBCUs.

Table of Contents:
Part One. Historical and Sociocultural Perspectives on Music Education at HBCUs Chapter 1. The Historical Foundations of HBCUs Chapter 2. Ebony Towers: The Missions and Relevance of HBCUs Chapter 3. Echoes of Heritage: The Musical Traditions of HBCUs Chapter 4. Entwined Realities: Curriculum, Community, Challenges Chapter 5. Music at HBCUs: Consciousness and Cultural Empowerment Pedagogy Part Two. Exemplars of Teaching and Learning Music at HBCUs Chapter 6. Affirming Identity Chapter 7. Valuing Cultural Assets Chapter 8. Transformative Empowerment Chapter 9. Implications, Recommendations for Policy and Practice Postlude: Homecoming

About the Author :
Paula A. Grissom-Broughton currently serves on the music department at Spelman College, USA, where she teaches courses related to women, race and music. An active scholar and researcher on the subject of race and gender in the music classroom, Grissom-Broughton has presented her research at local and national conferences, including the National Association for Music Education.


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Product Details
  • ISBN-13: 9781805925903
  • Publisher: Emerald Publishing Limited
  • Publisher Imprint: Emerald Publishing Limited
  • Height: 234 mm
  • No of Pages: 224
  • Spine Width: 16 mm
  • Width: 156 mm
  • ISBN-10: 1805925903
  • Publisher Date: 12 Dec 2025
  • Binding: Hardback
  • Language: English
  • Returnable: Y
  • Sub Title: Teaching and Learning Music at Historically Black Colleges and Universities


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