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*1001 $aHuhtinen-Hildén, Laura,$ekirjoittaja.
*24510$aTaking a learner-centred approach to music education :$bpedagogical pathways /$cLaura Huhtinen-Hildén and Jessica Pitt.
*264 1$aLondon ;$bRoutledge,$c2018.
*264 4$c©2018
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*5050 $aCover; Title; Copyright; CONTENTS; Preface; Ex-tempore; About the authors; Image credits; Introduction; PART I Underpinning a learner-centred approach to music education; 1 Opening possibilities for learning; Exploring learner-centred thinking in music education; Music education as part of life; References; 2 Learning in and through music; Approaching different understandings of learning; Theories of learning; Perspectives on play, participation and learning; Musical interaction from the beginning of life; Brain development and musical learning; Learning through music; References.
*5058 $a3 Collaborative learning in music; Bonding and belonging through music; Understanding the group as a learning environment; Early music activities as a form of collaborative learning and participation; References; 4 Pedagogy - a sensitive improvisatory practice; Fascination and caring as cornerstones of pedagogy; Pedagogical sensitivity as a mode of professional knowing; Reflection as part of practice; Various positions of a pedagogue; References; 5 Planning - preparing for navigation and negotiation of music learning; Thinking about the learning situation.
*5058 $aA map for navigation - preparing pathways for learningTuning your pedagogical senses: opening yourself to dialogic working; Pedagogical improvisation; Reflecting on pedagogical situations; Analysing a teaching/learning situation; References; PART II Reflecting on learner-centred music education practice; Introduction to Part II; How to use Part II; References; Theme 1 The group as an orchestra, team and learning environment; Starting the shared adventure - forming a group; Getting to know each other; Receiving and giving acceptance; Names; Expectations and orientation towards the expedition.
*5058 $aGroup as an instrument - tuning and focusing for activityInstrument in tune - time to play! - facilitating trust and creating psychological safety; Reflecting thoughts and feelings and ending the process; References; Theme 2 Music, emotions and interaction; Exploring emotions; References; Theme 3 Voice and body as first instruments; Voice; Evolutionary aspects; Perspectives on the development of singing; The socio-cultural aspects of singing; Pedagogical dimensions of working with songs; World of songs; Teaching a song - many variations.
*5058 $aThe sound of movement - the body as a musical instrument; My body - a unique instrument; Exploring and learning music through movement; The group - a moving and sounding instrument; Self-expression: "listening to music through your body" - creativity through movement; Dance form - a rich source for learning music; References; Theme 4 Making music visible and tangible; Music as a world of imagination, creativity and play; Nurturing the inner artist - diving into music/composition together; Jean Sibelius: The Tempest op. 209: Dance of the Nymphs.
*650 7$amusiikkikasvatus$2yso/fin$0http://www.yso.fi/onto/yso/p7359
*650 7$amusiikkipedagogiikka$2yso/fin$0http://www.yso.fi/onto/yso/p25853
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*655 7$aopetusoppaat$2slm/fin$0http://urn.fi/URN:NBN:fi:au:slm:s1276
*7001 $aPitt, Jessica,$ekirjoittaja.
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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.