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-Hildén 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.
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
List of examples, pathways and workshops