Contexts for Music Learning and Participation

Developing and Sustaining Musical Possible Selves

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Éditeur :

Palgrave Macmillan


Paru le : 2020-07-27



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Description

This book sets out a contemporary perspective on music education, highlighting complex intersections between informal, non-formal and formal practices and contexts. At a time when the boundaries between music learning and participation are increasingly blurred, this volume is distinctive in challenging a ‘siloed’ approach to understanding the diverse international music education landscape. Instead, the book proposes a multi-layered continuum of practices that can be applied across a range of formal, informal or non-formal concepts to support the development of musical possible selves. It challenges existing conceptions of learning in music education in part by drawing on research in adult learning, but also by considering the contexts in which learning takes place, and the extent to which this learning can be classified as formal, informal or non-formal. 
Pages
281 pages
Collection
n.c
Parution
2020-07-27
Marque
Palgrave Macmillan
EAN papier
9783030482619
EAN PDF
9783030482626

Informations sur l'ebook
Nombre pages copiables
2
Nombre pages imprimables
28
Taille du fichier
5622 Ko
Prix
105,49 €
EAN EPUB
9783030482626

Informations sur l'ebook
Nombre pages copiables
2
Nombre pages imprimables
28
Taille du fichier
3041 Ko
Prix
105,49 €

Susan Hallam is Professor Emerita at the UCL Institute of Education, UK. Her research interests in music include practising, performing, musical ability, musical understanding and the wider impact of engagement with music.

Andrea Creech is Professor of Didactique Instrumentale at the Faculty of Music, Université Laval, Canada, where she holds a Canada Research Chair in music in community. Her current research and teaching focuses on collaborative learning, music for social development, and creative ageing in and through music. 

Maria Varvarigou is Lecturer in Music at Mary Immaculate College, Ireland. Her research interests focus on playing by ear and informal learning, intergenerational music making and choral conducting education. 


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