Literaturnachweis - Detailanzeige
| Autor/inn/en | Björk, Cecilia; Ruthmann, S. Alex; Granfors, Mats; Högväg, Joachim; Andersson, Sören |
|---|---|
| Titel | The Potential of a Mixed-Methods Approach for Research on Learning to Theorise Music |
| Quelle | In: Music Education Research, 23 (2021) 3, S.374-390 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Björk, Cecilia) ORCID (Ruthmann, S. Alex) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1461-3808 |
| DOI | 10.1080/14613808.2020.1853085 |
| Schlagwörter | Music Theory; Mixed Methods Research; Music Education; Teacher Education Programs; Foreign Countries; High School Students; Educational Technology; Technology Uses in Education; Student Attitudes; Program Effectiveness; Finland |
| Abstract | Learning how to actively theorise music is a complex process which is challenging to observe and describe for teachers, students and researchers. In this study, we explore the potential of a mixed-methods research design for understanding how theorising is developed and how the different methodological approaches used in the study can improve our understanding of precollege students' experiences of learning to theorise music. The study combines: (1) qualitative methods such as observation, analysis of video and audio recordings and interviews; (2) software development as music education research; (3) eye tracking; and (4) musical analysis. We suggest that a considerable advantage of a mixed-methods approach is that it can make students' thinking visible and audible. In addition, it can improve precision in identifying novelty and surprise during the learning process. Such moments of new musical conceptualisation are particularly important in a context of abundant access to many musical genres and styles. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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