Juxtaposing Teacher Voices to Explore Upper Primary School Music Teaching and Learning

Autor/inn/en	Golding, Martina; Hannigan, Shelley
Titel	Juxtaposing Teacher Voices to Explore Upper Primary School Music Teaching and Learning
Quelle	In: Australian Journal of Music Education, 53 (2020) 1, S.17-27 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9484
Schlagwörter	Music Education; Elementary School Teachers; Elementary Education; Preadolescents; Teaching Methods; Mathematics Education; Communities of Practice; Cooperative Learning; Elementary School Students; Music Teachers; Mathematics Teachers; Self Esteem; Success; Scaffolding (Teaching Technique); Talent; Social Development; Cultural Influences; Student Diversity; Informal Education; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Musikerziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elementarunterricht; Pre-adolescence; Präadoleszenz; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematische Bildung; Community; Kooperatives Lernen; Music; Musiklehrer; Mathematics; Mathematik; Self-esteem; Selbstaufmerksamkeit; Erfolg; Begabung; Hochbegabung; Soziale Entwicklung; Cultural influence; Kultureinfluss; Informelle Bildung; Nichtformale Bildung; Ausland; Australien
Abstract	Duoethnography and narrative inquiry are used to investigate the perspectives of two experienced teachers from contrasting curriculum specialties, one in music and the other in mathematics within a primary school setting. Initiated by the music teacher, research focuses on the usefulness of embodied and participatory forms of music-making for students in the upper primary school (generally 10-12 year age group). Themes emerge from the research that inform subsequent dialogue including the relationship between accessible participatory experience, minimising tedium for students, self-paced learning and student agency, psycho-social well-being, community of practice and life-long learning. Through a dialogic process, emergent ideas provoke dissonance that leads to re-framed thinking about the teaching and learning of music in the upper primary school context. (As Provided).
Anmerkungen	Australian Society for Music Education. P.O. Box 5, Parkville, Victoria 3052, Australia. Tel: +61-3-9925-7807; e-mail: publications@asme.edu.au; Web site: http://www.asme.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01