Logo of Humboldt-Universität zu BerlinLogo of Humboldt-Universität zu Berlin
edoc-Server
Open-Access-Publikationsserver der Humboldt-Universität
de|en
Header image: facade of Humboldt-Universität zu Berlin
View Item 
  • edoc-Server Home
  • Artikel und Monographien
  • Zweitveröffentlichungen
  • View Item
  • edoc-Server Home
  • Artikel und Monographien
  • Zweitveröffentlichungen
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.
All of edoc-ServerCommunity & CollectionTitleAuthorSubjectThis CollectionTitleAuthorSubject
PublishLoginRegisterHelp
StatisticsView Usage Statistics
All of edoc-ServerCommunity & CollectionTitleAuthorSubjectThis CollectionTitleAuthorSubject
PublishLoginRegisterHelp
StatisticsView Usage Statistics
View Item 
  • edoc-Server Home
  • Artikel und Monographien
  • Zweitveröffentlichungen
  • View Item
  • edoc-Server Home
  • Artikel und Monographien
  • Zweitveröffentlichungen
  • View Item
2020-03-06Zeitschriftenartikel DOI: 10.3389/fpsyg.2020.00291
Music Teachers’ Perspectives and Experiences of Ensemble and Learning Skills
Schiavio, Andrea
Küssner, Mats B.
Williamon, Aaron
Lebenswissenschaftliche Fakultät
In this article, we report data from two survey studies administered to expert music teachers. Both questionnaires aimed to explore teachers’ pedagogical and performative practice and included open questions elucidating musical skills emerging in groups. The first study focuses on collective teaching settings offered to amateurs, jazz musicians, and university students with various levels of musical expertise. The second reports data from teachers based at the Royal College of Music, London, where the main emphasis is on Western classical repertoire. We integrate both studies and discuss overlapping findings. Despite intrinsic differences concerning the general goals of their teaching and the educational systems in which they operate, our data indicate the ability to “listen and respond to others” as the most important ensemble skill, whereas “time management,” “comparing yourself to the class,” and the “development of responsible ways of learning” emerged as main learning skills. We discuss results and suggestions for future research in teaching and learning music in different contexts in the light of recent theoretical research in the cognitive sciences, considering implications for educators interested in diverse skill levels.
Files in this item
Thumbnail
fpsyg-11-00291.pdf — Adobe PDF — 219.3 Kb
MD5: 6723a53226af6f7c0eeece04253d6112
Cite
BibTeX
EndNote
RIS
(CC BY 4.0) Attribution 4.0 International(CC BY 4.0) Attribution 4.0 International
Details
DINI-Zertifikat 2019OpenAIRE validatedORCID Consortium
Imprint Policy Contact Data Privacy Statement
A service of University Library and Computer and Media Service
© Humboldt-Universität zu Berlin
 
DOI
10.3389/fpsyg.2020.00291
Permanent URL
https://doi.org/10.3389/fpsyg.2020.00291
HTML
<a href="https://doi.org/10.3389/fpsyg.2020.00291">https://doi.org/10.3389/fpsyg.2020.00291</a>