Shifting the Music Education Paradigm: What Is Learned through Student/Teacher/Composer Collaborative Music Composition

Autor/inn/en	Wendzich, Tessandra; Andrews, Bernard W.
Titel	Shifting the Music Education Paradigm: What Is Learned through Student/Teacher/Composer Collaborative Music Composition
Quelle	In: International Journal of Education & the Arts, 22 (2021) 4, (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8094
Schlagwörter	Music Education; Music Teachers; Musical Composition; Foreign Countries; Preadolescents; Cooperation; Teaching Methods; Urban Schools; Musicians; Skill Development; Creativity; Canada + Suchen Sie Ihr Suchwort? Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Komponieren; Ausland; Pre-adolescence; Präadoleszenz; Co-operation; Kooperation; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Musiker; Kompetenzentwicklung; Qualifikationsentwicklung; Kreativität; Kanada
Abstract	Making Music: Composing "with" Young Musicians is a multi-year, multi-site research project partnered with the Ottawa-Carleton District School Board and the Canadian Music Centre to commission composers to collaborate with teachers and students (age 11 to 18) to write a piece of music. This article outlines findings on the analysis and interpretation of teacher questionnaires through a pragmatic lens to answer the following question: What do students and teachers learn musically and pedagogically from collaboration with professional composers? This new pedagogical approach of composer/teacher/student collaboration represents a possible paradigm shift--from a traditional teacher-directed approach to one that is creative and interpersonal. The approach is quite beneficial as it highlights the extent to which learning the musical compositional process can be engaging and enjoyable. It also encourages teachers to learn new pedagogical strategies while valuing the creative compositional process. The findings will be of potential interest to music teachers, post-secondary music educators, composers, and music publishers, as the data will help them write/teach/disseminate educational music. (As Provided).
Anmerkungen	International Journal of Education & the Arts. 1310 South 6th Street, Champaign, IL 61820. Tel: 402-472-9958; Fax: 402-472-2837; Web site: http://www.ijea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01