Taking a learner-centred approach to music education : (Record no. 34290)
[ view plain ]
| LIBRARY OF CONGRESS CONTROL NUMBER | |
|---|---|
| LC control number | 2017059161 |
| INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781138695597 |
| INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781138695627 |
| DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Call number | 780.71 HU TA |
| MAIN ENTRY--PERSONAL NAME | |
| Authors | Huhtinen-Hildén, Laura, |
| TITLE STATEMENT | |
| Title | Taking a learner-centred approach to music education : |
| Subtitle | pedagogical pathways |
| Statement of responsibility, etc | Laura Huhtinen-Hildén and Jessica Pitt |
| PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | London : |
| Publisher | Routledge, |
| Date | c2018. |
| PHYSICAL DESCRIPTION | |
| Extent | x, 224 p. : |
| Other Details | ill. ; |
| Size | 24 cm. |
| CONTENTS | |
| Contents | Machine generated contents note: pt. I Underpinning a learner-centred approach to music education 1.Opening possibilities for learning Exploring learner-centred thinking in music education Music education as part of life References 2.Learning in and through music Approaching different understandings of learning Theories of learning Perspectives on play, participation and learning Musical interaction from the beginning of life Brain development and musical learning Learning through music 3.Collaborative learning in music Bonding and belonging through music Understanding the group as a learning environment Early music activities as a form of collaborative learning and participation 4.Pedagogy - a sensitive improvisatory practice Fascination and caring as cornerstones of pedagogy Pedagogical sensitivity as a mode of professional knowing Reflection as part of practice Contents note continued: Various positions of a pedagogue 5.Planning - preparing for navigation and negotiation of music learning Thinking about the learning situation A map for navigation - preparing pathways for learning Tuning your pedagogical senses: opening yourself to dialogic working Pedagogical improvisation Reflecting on pedagogical situations Analysing a teaching/learning situation pt. II Reflecting on learner-centred music education practice Introduction to Part II How to use Part II Theme 1 The group as an orchestra, team and learning environment Starting the shared adventure - forming a group Getting to know each other Receiving and giving acceptance Names Expectations and orientation towards the expedition Group as an instrument - tuning and focusing for activity Instrument in tune - time to play!-facilitating trust and creating psychological safety Contents note continued: Reflecting thoughts and feelings and ending the process Theme 2 Music, emotions and interaction Exploring emotions Theme 3 Voice and body as first instruments Voice Evolutionary aspects Perspectives on the development of singing The socio-cultural aspects of singing Pedagogical dimensions of working with songs World of songs Teaching a song - many variations The sound of movement - the body as a musical instrument My body - a unique instrument Exploring and learning music through movement The group - a moving and sounding instrument Self-expression: "listening to music through your body" - creativity through movement Dance form - a rich source for learning music Theme 4 Making music visible and tangible Music as a world of imagination, creativity and play Nurturing the inner artist - diving into music/composition together Contents note continued: Jean Sibelius: The Tempest op. 209: Dance of the Nymphs Maurice Ravel: The Mother Goose Suite (Ma Mere L'Oye) J.S. Bach: Cello Suite No. 1 in G major Jukka Linkola: Snowqueen Miguel Castro: Cadence of "waters and Brigamo Maria Kakniemi: Iho Reference Theme 5 Improvising and learning music with instruments Imaginative instruments - beginning to explore improvisation Jumping into the unknown - a world of improvisation Workshop: shoes - sounds, steps and stories Learning music with instruments Learning to play an instrument in a group Theme 6 Creating learning environments through imagination A story forming the learning environment and the structure for the process Creating a story in a group to form the learning environment Characters of a story as a starting point for exploration Theme 7 The music pedagogue as a creative instrument Contents note continued: Continuous professional development as a music pedagogue - reflective practice - in, on and after Views from pedagogical pathways Creating shared stories in music and arts Funniness and tire power of the `hive mind' Music sessions - a playful time of soaking in music and exploring it with our bodies Passionate focused attention Musical improvisation between the teacher and the children Starting with the little things Fascinated by sounds Song examples Examples, pathways and workshops. |
| SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Heading | Music |
| General | Instruction and study |
| SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Heading | Student-centered learning |
| ADDED ENTRY | |
| Name | Pitt, Jessica |
| MAIN ENTRY--PERSONAL NAME | |
| -- | 19701 |
| SUBJECT ADDED ENTRY--TOPICAL TERM | |
| -- | 19702 |
| SUBJECT ADDED ENTRY--TOPICAL TERM | |
| -- | 19703 |
| ADDED ENTRY | |
| -- | 19704 |
| Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Permanent location | Current location | Shelving location | Date acquired | Source of acquisition | Full call number | Barcode | Date last seen | Price effective from | Koha item type | Public note |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| University of Wollongong in Dubai | University of Wollongong in Dubai | Main Collection | 2018-07-02 | AMAUK | 780.71 HU TA | T0060040 | 2018-06-12 | 2018-06-12 | REGULAR | July2018 |