Contexts for Music Learning and Participation

Beschreibung

Susan Hallam is Professor Emerita at the UCL Institute of Education, UK. Her research interests in music include practising, performing, musical ability, musical understanding and the wider impact of engagement with music.
Andrea Creech is Professor of Didactique Instrumentale at the Faculty of Music, Université Laval, Canada, where she holds a Canada Research Chair in music in community. Her current research and teaching focuses on collaborative learning, music for social development, and creative ageing in and through music. 
Maria Varvarigou is Lecturer in Music at Mary Immaculate College, Ireland. Her research interests focus on playing by ear and informal learning, intergenerational music making and choral conducting education. 
This book sets out a contemporary perspective on music education, highlighting complex intersections between informal, non-formal and formalpractices and contexts. At a time when the boundaries between music learning and participation are increasingly blurred, this volume is distinctive in challenging a ‘siloed’ approach to understanding the diverse international music education landscape. Instead, the book proposes a multi-layered continuum of practices that can be applied across a range of formal, informal or non-formal concepts to support the development of musical possible selves. It challenges existing conceptions of learning in music education in part by drawing on research in adult learning, but also by considering the contexts in which learning takes place, and the extent to which this learning can be classified as formal, informal or non-formal. 

This book sets out a contemporary perspective on music education, highlighting complex intersections between informal, non-formal and formal practices and contexts. At a time when the boundaries between music learning and participation are increasingly blurred, this volume is distinctive in challenging a ‘siloed’ approach to understanding the diverse international music education landscape. Instead, the book proposes a multi-layered continuum of practices that can be applied across a range of formal, informal or non-formal concepts to support the development of musical possible selves. It challenges existing conceptions of learning in music education in part by drawing on research in adult learning, but also by considering the contexts in which learning takes place, and the extent to which this learning can be classified as formal, informal or non-formal. 

Illuminates intersections between informal, non-formal and formal practices and contexts in music education Examines the role these practices and contexts play in supporting the development of musical selves Posits a multi-layered continuum of facilitation practices relevant across a range of contexts

Autor*in

Andrea Creech

Themen in »Contexts for Music Learning and Participation«

Learning frameworks Informal learning in music education Formal learning in music education Non-formal learning in music education Musical Possible Selves Music learning across the lifespan learning and instruction

Stimmen zu »Contexts for Music Learning and Participation«

Details

Link teilen