Editors:
- This book advocates for a radical change in music teaching and learning methods
- Argues for the need for pedagogical change in music instruction settings
- Illustrates concepts through theoretical approaches to music education with relevant practical examples
Part of the book series: Landscapes: the Arts, Aesthetics, and Education (LAAE, volume 31)
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Table of contents (18 chapters)
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Front Matter
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A New Mindset for Learning and Teaching Music
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Front Matter
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Learning and Teaching in the Music Classroom
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Front Matter
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Teacher Training, Innovation and Research
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Front Matter
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About this book
Chapters 3, 4, 6 and 18 are available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.
Keywords
- student-centred learning
- instrumental pedagogy
- educational psychology of music
- constructivism and conceptual change
- psychological school and conceptual change
- implicit theories of teaching and learning
- conceptions of teaching and learning
- analysis of classroom practices
- early childhood music education
- education of the professional musician
- professional development of music teachers
- music learning cultures
- music teaching and learning
- music education
Editors and Affiliations
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Department of Basic Psychology, Universidad Autónoma de Madrid, Madrid, Spain
Juan Ignacio Pozo, María Puy Pérez Echeverría
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Sibelius Academy, University of the Arts Helsinki, Helsinki, Finland
Guadalupe López-Íñiguez
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Superior Conservatory of Music of Málaga, Málaga, Spain
José Antonio Torrado
About the editors
Juan Ignacio Pozo is Professor of Basic Psychology at the Autonomous University of Madrid, where he teaches subjects relating to the psychology of learning. He has researched learning in very different areas (geography, history, physics, chemistry, grammar, philosophy, sport, etc.), and particularly in music, for projects developed over 20 years by the Autonomous University of Madrid Musical Knowledge Acquisition Group, which he has coordinated by directing research projects. Among them were several doctoral theses, part of the results of which have served as the basis for the creation of this book.
María Puy Pérez Echeverría is Associate Professor in basic psychology department at the Autonomous University of Madrid, where she teaches subjects related to the psychology of thinking and learning and teaching processes. Her research is related to learning processes and in particular with external systems of representation. She has worked on music learning within the Autonomous University of Madrid Musical Knowledge Acquisition Group, directing different projects and doctoral theses aimed at improving learning and teaching music, which have been extremely useful for the making of this book.
Guadalupe López-Íñiguez has a Doctorate in Psychology from the Autonomous University of Madrid and is a cellist specialized in historical performance practice. She is Associate Professor of Music Education at the Sibelius Academy and works as Researcher in the Centre for Educational Research and Academic Development in the Arts (CERADA) of the University of the Arts Helsinki, Finland. Her research includes the study of psychological processes inherent in music learning and teaching, the optimisation of interpretation, life-long learning and employability, musical identities and learner identities, giftedness and talent, and the theories of emotion. Guadalupe is Co-Editor of Revista Internacional de Educación Musical and Vice-President of the Spanish Society for Music Psychology and Musical Performance. She regularly gives concerts as a soloist and has recorded the complete works of Gabrielli, Scarlatti and Mendelssohn for cello.
José Antonio Torrado del Puerto is Professor of Violin at the Superior Conservatory of Music of Malaga, Guest Lecturer for the Master’s degree in Psychology of Education at the Autonomous University of Madrid and Lecturer in the Master’s degree course on Creation and Interpretation at the Rey Juan Carlos University. He researches into the area of management of emotions through sounds, the implicit conceptions of teachers and students on learning and its purpose: music and its relationship with the strategies used in the classrooms for study and management of its interpretation.
Bibliographic Information
Book Title: Learning and Teaching in the Music Studio
Book Subtitle: A Student-Centred Approach
Editors: Juan Ignacio Pozo, María Puy Pérez Echeverría, Guadalupe López-Íñiguez, José Antonio Torrado
Series Title: Landscapes: the Arts, Aesthetics, and Education
DOI: https://doi.org/10.1007/978-981-19-0634-3
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022
Hardcover ISBN: 978-981-19-0633-6Published: 27 April 2022
Softcover ISBN: 978-981-19-0636-7Published: 28 April 2023
eBook ISBN: 978-981-19-0634-3Published: 26 April 2022
Series ISSN: 1573-4528
Series E-ISSN: 2214-0069
Edition Number: 1
Number of Pages: XVIII, 385
Number of Illustrations: 6 b/w illustrations, 3 illustrations in colour
Topics: Creativity and Arts Education, Curriculum Studies, Pedagogic Psychology, Education, general