Market in the UK:
Good - a much-needed addition to the repertoire of books supporting the work of students in initial teacher training (ITT) and secondary music teachers generally.
As a main text on a PGCE course, but also as recommended reading on Continuing Professional Development schemes such as taught master's level courses undertaken by experienced teachers.
I know of no books on the market that address current issues in musical education that are as specifically grounded in the immediate school situation as this proposal aims to be. It has the advantage of intending to convey concrete practical examples of activities for use by student teachers. One impressive aspect of the proposal is the way music is presented in a context of generic issues about teaching, learning and assessment. This is a refreshing approach: so many books on teaching music have the subject itself as a starting point. There is no reason why these topics should not also be of value to newly qualified teachers, or even more experienced ones! (Many experienced secondary teachers are, in any case, involved in mentoring students undergoing initial training.) The book would be of invaluable assistance to teachers in keeping up with recent ideas and developments in education generally and in music in particular.
Is the author a recognised authority in this field?
Yes. Both are experienced teachers and teacher-trainers, involved both locally and nationally in developments in the field.
Piers Spencer
I am impressed to read of this Book Proposal and my response is one of great pleasure.
The book 'Learning to teach music in the Secondary School' is a seminal work in the field and is a recommended book on many Initial Teacher Training Courses for Secondary Music; indeed, in my own institution it is the principle text for the course. The idea of a companion volume packed full of practical activities, strategies and guidance is one that has grabbed my attention.
All writers and editors of the book are well-known in music education, work in Teacher Training and have first-hand experience of issues which pertain to the development and training of new music teachers and, in the main, lecture at Canterbury Christchurch and Greenwich Universities. Chris Philpott, especially, is widely respected in the field and is known as a major writer in music education.
There is much going on in music education at present and it has an increasingly high profile particularly as a result of developments through the Music Manifesto. This, coupled with the placing of music as a shortage subject for recruitment by the TDA, should help to encourage a secure intake of students to ITE courses and an intake which, I suspect, will draw from an ever wider range of musical experiences and backgrounds. A book of 'practicalities' will, therefore be an essential tool in the armoury for Trainers and, more so, the students themselves. I fully agree with the statement in the proposal that most of the students and institutions will probably wish to purchase a copy, especially if the price is suitably competitive.
I would highly recommend that you would consider publishing this book and I would predict that it is likely to become an important text in the field.
Chris Dalladay, Senior Lecturer in Secondary Music Education, University of East London, UK
