New Perspectives on Music Pedagogy

Learning Objective
This course provides new perspectives on music pedagogy. The course aims to:

critically reflect on new pedagogical concepts, ideas and approaches;
acknowledge the influence of sociocultural contexts in music making and music teaching;
merge artistic practice with educational and pedagogical strategies.

Course description
Due to new developments within the field of educational theory, psychology/pedagogy (i.e. self-efficacy theory and positive psychology) and embodied cognition, it is time to rethink existing music education models, specifically when it comes to music classes in informal educational settings such as community practices. Traditional music classes are mostly product-based and take a rather mechanistic approach to music training. In our course we take a different stance towards music education: learning is student-centred and process-based.

In this elective we will introduce new perspectives on music pedagogy:

perspectives from embodied cognition: the role of the body in teaching and learning strategies;
holistic and transformational teaching methods that look at the relational aspect of music pedagogy: uniting the body and the mind, the teaching and the identity, the curriculum and the community;
open-ended problemsolving strategies that promote self-regulation and reflections skills (i.e. teaching strategies that foster a creative environment);
experiental modes of learning, such as improvisation and authentic music making;
practices that acknowledge the sociocultural influences that shape our musicality (Sööt & Viskus, 2014).

This course is open for musicians as well as music educators, since we start from the assumption that teaching and learning is an intrinsic part of any human life.

Course details

teacher	Reinhard Findenegg
term	January-April 2024
method of instruction	Reading, critical discussion and reflective engagement will form the basis of the sessions.
readings	Alsup, J., ‘Teachers as people’. Encounter: Education for Meaning and Social Justice 18/1 (2005), pp. 19-24.
	Bouij, C. (2004). ‘Two Theoretical Perspectives on the Socialization of Music Teachers’. Action, Criticism, and Theory for Music Education 3/3. <link>act.maydaygroup.org/articles/Bouij3_3.pdf
	Jenkins, P. (2011). Formal and Informal Music Educational Practices. Philosophy of Music Education Review, 19(2), 179. <link>doi.org/10.2979/philmusieducrevi.19.2.179
	Kaschub, M., & Smith, J. (2009). A Principled Approach to Teaching Music Composition to Children. Research & Issues in Music Education, 7(1).
	Korthagen, F. A. M. & Vasalos, A. , ‘Levels in Reflection: Core reflection as a means to enhance professional growth’. Teachers and Teaching: Theory and Practice 11/1 (2005), pp. 47-71.
	Rideout, R. R. (2002). Psychology and music education since 1950. Music Educators Journal, 89(1), 33-37.
	Vella, R., ‘Introduction: Being What You Teach’, in: R. Vella (Ed.), Artist-Teachers in Context: International Dialogues. Rotterdam: Sense, 2016.
	Van der Schyff, D., ‘Music as a Manifestation of Life: Exploring Enactivism and the ‘Eastern Perspective’ for Music Education’. Frontiers in Psychology 6 (2015), p. 345.
assessment	Essay
participation	Optional for all master students
credits	5
related electives	Music for an Inclusive Society
	Intercultural Engagements in Music Composition and Performance