Learning Music: Embodied Experience in the Life-World

Autor/inn/en	Alerby, Eva; Ferm, Cecilia
Titel	Learning Music: Embodied Experience in the Life-World
Quelle	In: Philosophy of Music Education Review, 13 (2005) 2, S.177-185 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-5734
Schlagwörter	Stellungnahme; Music; Learning Experience; Phenomenology; Musical Instruments; Music Education + Suchen Sie Ihr Suchwort? Musik; Lernerfahrung; Phenomenological psychology; Phänomenologie; Psychologie; Musikinstrument; Musikerziehung
Abstract	In the present age, which is often signified as post-modern or knowledge-intensive, the calls for learning echo loud. Discussions of learning, as well as teaching, permeate almost all levels and arenas of our society, and have a sure place in every-day conversation as well as scientific debate. The concept of learning can be understood and explained in many different ways. The authors' intention in this article is to make visible and discuss how learning music can be understood and explained from a life-world approach. The authors define "life-world approach" as learning that is constituted by experiences that lead to some kind of change whose utmost purpose is--consciously or unconsciously--to create meaning and make managing the world possible. They contend that by taking the concept of experience and its meaning as being-in-the-world, learning music improves when pupils' experiences of a music lesson are incorporated with their earlier experiences of music. (Contains 33 footnotes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10