000			04776cam a22002178i 4500
999			_c34290 _d34290
001			20183156
010			_a 2017059161
020			_a9781138695597
020			_a9781138695627
040			_aUOWD
082	0	0	_a780.71 HU TA
100	1		_aHuhtinen-Hildén, Laura, _919701
245	1	0	_aTaking a learner-centred approach to music education : _bpedagogical pathways _cLaura Huhtinen-Hildén and Jessica Pitt
260			_aLondon : _bRoutledge, _cc2018.
300			_ax, 224 p. : _bill. ; _c24 cm.
505			_aMachine 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.
650		0	_aMusic _xInstruction and study _919702
650		0	_aStudent-centered learning _919703
700	1		_aPitt, Jessica _919704
942			_cREGULAR