Editorial: Towards a Meaningful Instrumental Music Education. Methods, Perspectives, and Challenges

Frontiers in Psychology

article

Andrea Schiavio¹  Luc Nijs²  Dylan van der Schyff³  Marja-Leena Juntunen⁴ 

[1] Centre for Systematic Musicology, University of Graz;Department of Art, Music and Theatre Sciences, Ghent University;The University of Melbourne;Faculty of Music Education, University of the Arts Helsinki

关键词: music teaching;    instrumental music education;    learning;    meaning;    music;   

DOI  :  10.3389/fpsyg.2020.625994

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

Learning music is a complex, fascinating process that spans an impressive variety of meanings andexperiences. The contributions that feature in this Research Topic bring together insights froma range of complementary perspectives to examine in detail how these layers of significance arepart of, and shape, instrumental music education. To better capture the richness of such work, thepresent collection of articles is conceived around the following five themes: (i) body and action,(ii) technology, (iii) lived experience and meaning-making, (iv) pedagogical implications, and (v)beyond the musical instrument. It should be noted that many overlaps can be observed between thefive topics, as insights developed in one specific area, as it often occurs in both the sciences and thehumanities, may find a home (and be further developed) in other scholarly areas. For example, theanalysis of lived experience has important implications for technology-enhanced learning and themodes of engagements one can develop with its tools and concepts; similarly, the study of action,movements, and gestures may stimulate novel pedagogical insights to transform existing learningparadigms and cultivate corporeal practices situated beyond music-only territories. Accordingly,while in what follows we examine each theme separately, we also highlight continuities andsimilarities emerging across manuscripts and topics.

【 授权许可】

CC BY