Literaturnachweis - Detailanzeige
| Autor/in | Scott, Sheila |
|---|---|
| Titel | Contemplating a Constructivist Stance for Active Learning within Music Education |
| Quelle | In: Arts Education Policy Review, 112 (2011) 4, S.191-198 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1063-2913 |
| DOI | 10.1080/10632913.2011.592469 |
| Schlagwörter | Constructivism (Learning); Music Education; Active Learning; Teaching Methods; Student Participation; Musicians |
| Abstract | This article examines constructivist philosophies for learning with an emphasis on student-centered environments in education and the active involvement of students in learning as they relate new understanding to what they already know and refine previous skills in terms of newly acquired proficiencies. Active learning is explored from a constructivist perspective in which students adopt an analytic approach to questioning and problem solving. Through these processes, students extend their current understanding and emerge as independent musicians, actively engaged in their work as singers, players, composers, improvisers, and listeners. This approach is contrasted with student involvement in hands-on activities in which the focus is on the actions needed to fulfill a given task and limited awareness is devoted to the thinking required to complete the work. I examine the implications of this approach for educational practice and call on policymakers to re-envision music education with attention to engaged learning as perceived within constructivist ways of knowing. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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