Adopting a fresh approach to the assumptions and concepts which underlie musical learning, Taking a Learner-Centred Approach to Music Education provides comprehensive guidance on professional and pedagogical aspects of learner-centred practice.
This essential companion offers a pedagogy which is at once informed by theoretical understandings, and is underpinned by experience, practical examples, case studies and self-reflection. Initial chapters explore the theoretical dimensions of learner-centred music education, touching on aspects including collaborative learning, the learning environment and pedagogical sensitivity. Latter chapters delve deeper into the practical application of these teaching strategies and methods. The book invites its reader to reflect on topics including:
music, emotions and interaction
the voice and body as instruments
making music visible and tangible
improvising and learning music with instruments
working with groups in creative activities
the music pedagogue as a sensitive and creative instrument.
Taking a Learner-Centred Approach to Music Education will deepen understanding, facilitate reflection and inspire new approaches to teaching in the field of music. It is essential reading for current and future practitioners involved in music education, early childhood music practice, community music, music therapy and special needs education.
Dr Laura Huhtinen-Hilden is Senior Lecturer, Researcher and Head of Early Childhood Music Education and Community Music at Metropolia University of Applied Sciences, Finland. Dr Jessica Pitt is a researcher and early childhood music education consultant. She leads the MA in early years music at CREC (Centre for Research in Early Childhood), UK.
Introduction Part I: Underpinning a learner-centred approach to music education Chapter One: Opening possibilities for learning Chapter Two: Learning in and through music Chapter Three: Collaborative learning in music Chapter Four: Pedagogy - a sensitive improvisatory practice Chapter Five: Planning - preparing for navigation and negotiation of music learning Part II: Reflecting on learner-centred music education practice Introduction to Part II Theme 1: The group as an orchestra, team and learning environment Theme 2: Music, emotions and interaction Theme 3: Voice and body as first instruments Theme 4: Making music visible and tangible Theme 5: Improvising and learning music with instruments Theme 6: Creating learning environments through imagination Theme 7: The music pedagogue as a creative instrument Song examples List of examples, pathways and workshops