Adopting a fresh approach to the assumptions and concepts which underlie musical learning, this book provides comprehensive guidance on professional and pedagogical aspects of learner-centred practice, to offer a pedagogy which is informed by theoretical understandings, and is underpinned by experience, practical examples and self-reflection.
Adopting a fresh approach to the assumptions and concepts which underlie musical learning, this book provides comprehensive guidance on professional and pedagogical aspects of learner-centred practice, to offer a pedagogy which is informed by theoretical understandings, and is underpinned by experience, practical examples and self-reflection.
Dr Laura Huhtinen-Hildén is Senior Lecturer, Researcher and Head of Early Childhood Music Education and Community Music at Metropolia University of Applied Sciences, Finland. Dr Jessica Pitt is a researcher and early childhood music education consultant. She leads the MA in early years music at CREC (Centre for Research in Early Childhood), UK.
Inhaltsangabe
Introduction Part I: Underpinning a learner-centred approach to music education Chapter One: Opening possibilities for learning Chapter Two: Learning in and through music Chapter Three: Collaborative learning in music Chapter Four: Pedagogy - a sensitive improvisatory practice Chapter Five: Planning - preparing for navigation and negotiation of music learning Part II: Reflecting on learner-centred music education practice Introduction to Part II Theme 1: The group as an orchestra, team and learning environment Theme 2: Music, emotions and interaction Theme 3: Voice and body as first instruments Theme 4: Making music visible and tangible Theme 5: Improvising and learning music with instruments Theme 6: Creating learning environments through imagination Theme 7: The music pedagogue as a creative instrument Song examples List of examples, pathways and workshops
Introduction Part I: Underpinning a learner-centred approach to music education Chapter One: Opening possibilities for learning Chapter Two: Learning in and through music Chapter Three: Collaborative learning in music Chapter Four: Pedagogy - a sensitive improvisatory practice Chapter Five: Planning - preparing for navigation and negotiation of music learning Part II: Reflecting on learner-centred music education practice Introduction to Part II Theme 1: The group as an orchestra, team and learning environment Theme 2: Music, emotions and interaction Theme 3: Voice and body as first instruments Theme 4: Making music visible and tangible Theme 5: Improvising and learning music with instruments Theme 6: Creating learning environments through imagination Theme 7: The music pedagogue as a creative instrument Song examples List of examples, pathways and workshops
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