Huhtinen-Hildén, Laura, <br/><br/>
Taking a learner-centred approach to music education :  pedagogical pathways 
Laura Huhtinen-Hildén and Jessica Pitt 
 - London :  Routledge,   c2018. 
 - x, 224 p. :  ill. ;   24 cm. 
<br/><br/>Machine generated contents note: pt. I Underpinning a learner-centred approach to music education<br/>1.Opening possibilities for learning<br/>Exploring learner-centred thinking in music education<br/>Music education as part of life<br/>References<br/>2.Learning in and through music<br/>Approaching different understandings of learning<br/>Theories of learning<br/>Perspectives on play, participation and learning<br/>Musical interaction from the beginning of life<br/>Brain development and musical learning<br/>Learning through music<br/>3.Collaborative learning in music<br/>Bonding and belonging through music<br/>Understanding the group as a learning environment<br/>Early music activities as a form of collaborative learning and participation<br/>4.Pedagogy<br/>- a sensitive improvisatory practice<br/>Fascination and caring as cornerstones of pedagogy<br/>Pedagogical sensitivity as a mode of professional knowing<br/>Reflection as part of practice<br/>Contents note continued: Various positions of a pedagogue<br/>5.Planning<br/>- preparing for navigation and negotiation of music learning<br/>Thinking about the learning situation<br/>A map for navigation<br/>- preparing pathways for learning<br/>Tuning your pedagogical senses: opening yourself to dialogic working<br/>Pedagogical improvisation<br/>Reflecting on pedagogical situations<br/>Analysing a teaching/​learning situation<br/>pt. II Reflecting on learner-centred music education practice<br/>Introduction to Part II<br/>How to use Part II<br/>Theme 1 The group as an orchestra, team and learning environment<br/>Starting the shared adventure<br/>- forming a group<br/>Getting to know each other<br/>Receiving and giving acceptance<br/>Names<br/>Expectations and orientation towards the expedition<br/>Group as an instrument<br/>- tuning and focusing for activity<br/>Instrument in tune<br/>- time to play!-facilitating trust and creating psychological safety<br/>Contents note continued: Reflecting thoughts and feelings and ending the process<br/>Theme 2 Music, emotions and interaction<br/>Exploring emotions<br/>Theme 3 Voice and body as first instruments<br/>Voice<br/>Evolutionary aspects<br/>Perspectives on the development of singing<br/>The socio-cultural aspects of singing<br/>Pedagogical dimensions of working with songs<br/>World of songs<br/>Teaching a song<br/>- many variations<br/>The sound of movement<br/>- the body as a musical instrument<br/>My body<br/>- a unique instrument<br/>Exploring and learning music through movement<br/>The group<br/>- a moving and sounding instrument<br/>Self-expression: "listening to music through your body"<br/>- creativity through movement<br/>Dance form<br/>- a rich source for learning music<br/>Theme 4 Making music visible and tangible<br/>Music as a world of imagination, creativity and play<br/>Nurturing the inner artist<br/>- diving into music/​composition together<br/>Contents note continued: Jean Sibelius: The Tempest op. 209: Dance of the Nymphs<br/>Maurice Ravel: The Mother Goose Suite (Ma Mere L'Oye)<br/>J.S. Bach: Cello Suite No. 1 in G major<br/>Jukka Linkola: Snowqueen<br/>Miguel Castro: Cadence of "waters and Brigamo<br/>Maria Kakniemi: Iho<br/>Reference<br/>Theme 5 Improvising and learning music with instruments<br/>Imaginative instruments<br/>- beginning to explore improvisation<br/>Jumping into the unknown<br/>- a world of improvisation<br/>Workshop: shoes<br/>- sounds, steps and stories<br/>Learning music with instruments<br/>Learning to play an instrument in a group<br/>Theme 6 Creating learning environments through imagination<br/>A story forming the learning environment and the structure for the process<br/>Creating a story in a group to form the learning environment<br/>Characters of a story as a starting point for exploration<br/>Theme 7 The music pedagogue as a creative instrument<br/>Contents note continued: Continuous professional development as a music pedagogue<br/>- reflective practice<br/>- in, on and after<br/>Views from pedagogical pathways<br/>Creating shared stories in music and arts<br/>Funniness and tire power of the `hive mind'<br/>Music sessions<br/>- a playful time of soaking in music and exploring it with our bodies<br/>Passionate focused attention<br/>Musical improvisation between the teacher and the children<br/>Starting with the little things<br/>Fascinated by sounds<br/>Song examples<br/>Examples, pathways and workshops. 
<br/><br/><label>ISBN: </label>9781138695597  9781138695627  
<br/><br/><label>LCCN: </label>2017059161 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Music--Instruction and study<br/>Student-centered learning
<br/><br/><label>Dewey Class. No.: </label>780.71 HU TA