Full Description
This book advocates for a radical change in music teaching and learning methods, allowing for a break from the traditional conservatory model still in use in many classrooms. The product of twenty years of interdisciplinary work by musicians, music teachers, and psychologists, the book proposes to place the focus of music education on the students themselves and on their mental and physical activity, with the aim of helping them to manage their own goals and emotions. This alternative is based on a new theoretical framework, as well as numerous real, concrete examples of how to put it into practice with students of different ages and in different environments. This book focuses primarily on teaching instrumental music, but its content will be useful for any teacher, student, musician, or researcher interested in improving music education in any environment, whether formal or informal, in which it takes place
Chapters 3, 4, 6 and 18 are available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.
Contents
Part 1 A new mindset for learning and teaching music.- 1 Learning and teaching music in the 21st century.- 2 Teaching music: Old traditions and new approaches.- 3 The psychology og learning music.- 4 How teachers and students envisage music education: Towards changing mentalities.- 5 How to know and analyse conceptions on learning and teaching.- 6 SAPIL: A system for the analysis of instrumental teaching and learning practices.- Part 2 Learning and teaching in the music education.- 7 Early initiation to music learning: Little children are musicians too.- 8 Reading music: The use of scores in music learning and teaching.- 9 The impact of teaching conceptions and practices in early musical instrument learning.- 10 Instrument mastery through expression: the learning of instrumental technique.- 11 Learning music by composing: Redescribing expressive goals on writing them.- 12 Learning music through ICT.- 13 From individual learning to cooperative learning.- 14 Re-thinking the way of assessing students of instruments.- 15 The choir director: Interpreter or maestro?.- 16 Learning outside the music classroom: From informal to formal learning as musical learning cultures.- Part 3 Teacher training, innovation and research.- 17 Training and professional development in musical interpretation teachers: Proposals for changing conceptions and practices.- 18 Student-centred music education: How to improve learning and teaching.
