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.