Künstlerisch-pädagogischer Musizierunterricht. Begriff, Kompetenzbereiche und Perspektiven eines künstlerisch-pädagogischen Instrumentalspiels.

Autor/in	Herbst, Sebastian
Titel	Künstlerisch-pädagogischer Musizierunterricht. Begriff, Kompetenzbereiche und Perspektiven eines künstlerisch-pädagogischen Instrumentalspiels. Paralleltitel: Lessons in artistic-pedagogical music making. Term, areas of competence and perspectives of an artistic-pedagogical instrumental play.
Quelle	In: Üben & musizieren research, (2023) 3, S. 23-62 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Abbildungen; Tabellen; Literaturangaben
Sprache	deutsch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2748-8497
URN	urn:nbn:de:101:1-2023032709595132026680
Schlagwörter	Kompetenz; Hochschuldidaktik; Klavierspiel; Lehrerbildung; Unterricht; Fachdidaktik; Kompetenz; Instrumentalspiel; Musizieren; Lehrerbildung; Unterrichtspraxis; Unterricht; Fachdidaktik; Instrumentalspiel; Klavierspiel; Musikpädagogik; Musizieren; Hochschuldidaktik
Abstract	This paper focuses on instrumental teaching in curricular sub-areas of teacher education programs that aim for the specific use of instruments by teachers in pedagogical situations of music making with students at school. This non-soloistic and non-concert-oriented way of making music in classrooms is defined by a variety of terms from German speaking authors. This discourse, however, shows to be both confusing and imprecise in many ways. The conceptual imprecision can be seen as the cause of the ambiguities regarding the competencies deemed considered necessary as well as the higher education didactic design of those lessons. Therefore, in the first part of this article the variety of terms is discussed and the proposal for the term artistic-pedagogical music making is presented and put up for discussion. This is followed by a systematic presentation of the areas of competence considered necessary in the relevant literature. The second part of the thesis examines the extent to which the developed areas of competence are part of the music pedagogical study programs. For this purpose, the module manuals and examination regulations at the North Rhine-Westphalian locations of music teacher education are examined via qualitative content analysis. Based on these results, didactic perspectives and research perspectives for the field of lessons in artistic-pedagogical music making are derived in conclusion. (Abstract übernommen).
Erfasst von	Externer Selbsteintrag
Update	2024/1