Grounded Theory as a Methodology to Design Teaching Strategies for Historically Informed Musical Performance

Autor/inn/en	Mateos-Moreno, Daniel; Alcaraz-Iborra, Mario
Titel	Grounded Theory as a Methodology to Design Teaching Strategies for Historically Informed Musical Performance
Quelle	In: Music Education Research, 15 (2013) 2, S.231-248 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-3808
DOI	10.1080/14613808.2013.788139
Schlagwörter	Grounded Theory; Music Education; Teaching Methods; Educational Resources; Musical Instruments; History; Performance + Suchen Sie Ihr Suchwort? Musikerziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsmittel; Musikinstrument; Geschichte; Geschichtsdarstellung; Achievement; Leistung
Abstract	Our work highlights the necessity of revising the materials employed in instrumental education, which are systematically based on a progressive development of technical abilities and, though only transversely, without a structured sequence of contents, on issues referring to the interpretation of different periods and styles. In order to elaborate teaching resources systematising the stylistic contents in instrumental education, we propose and justify the use of a research methodology from the social sciences: Grounded Theory. In conjunction, we present a guided demonstration on how to put into practice this methodological system to analyse musical performance based on the concept of Historical Performance of Music and we create related pedagogical resources. (Contains 2 figures and 4 charts.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10