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Educational Encounters: Nordic Studies in Early Childhood Didactics pp 105–126Cite as

Didactic Challenges in the Learning of Music-Listening Skills

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Abstract

Through an empirical study of teachers trying to promote children’s listening skills in music, three inherent didactic challenges are exemplified and discussed. These challenges are (1) dealing with the temporality and invisibleness of the music (i.e. the issue of how to fixate the ‘horizontal’ structure of the music), (2) what constitutes productive questions to ask children in this learning and (3) managing dimensions of variation. These challenges are discussed in terms of some of the constituent concepts of variation theory: learning objects, the learner’s perspective and discernment.

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Authors and Affiliations

  1. Department of Education, Communication and Learning, University of Gothenburg, Gothenburg, Sweden

    Cecilia Wallerstedt

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  1. Cecilia Wallerstedt
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Correspondence to Cecilia Wallerstedt .

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Editors and Affiliations

  1. , Department of Education, Communication a, University of Gothenburg, Gothenburg, Sweden

    Niklas Pramling

  2. , Department of Education, Communication a, University of Gothenburg, Gothenburg, Sweden

    Ingrid Pramling Samuelsson

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Wallerstedt, C. (2011). Didactic Challenges in the Learning of Music-Listening Skills. In: Pramling, N., Pramling Samuelsson, I. (eds) Educational Encounters: Nordic Studies in Early Childhood Didactics. International perspectives on early childhood education and development, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1617-9_6

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