instrumental music education; learning; meaning; music; music teaching
Disciplines :
Education & instruction
Author, co-author :
Schiavio, Andrea; Centre for Systematic Musicology, University of Graz, Graz, Austria
NIJS, Luc ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) > Institute of Musicology and Arts ; IPEM, Department of Art, Music and Theatre Sciences, Ghent University, Ghent, Belgium
van der Schyff, Dylan; Melbourne Conservatorium of Music, The University of Melbourne, Melbourne, VIC, Australia
Juntunen, Marja-Leena; Faculty of Music Education, Folk music and Jazz, Sibelius Academy, University of the Arts Helsinki, Helsinki, Finland
External co-authors :
yes
Language :
English
Title :
Editorial
Publication date :
2020
Journal title :
Frontiers in Psychology
eISSN :
1664-1078
Publisher :
Frontiers Media S.A., Switzerland
Special issue title :
Towards a Meaningful Instrumental Music Education. Methods, Perspectives, and Challenges
We are grateful to all authors, reviewers, and external editors who took part in this Research Topic. AS was supported by a Lise Meitner Postdoctoral Fellowship from the Austrian Science Fund (FWF): project number M2148.
Bowman W., (2004). “Cognition and the body: perspectives from music education,” in Knowing Bodies, Moving Minds: Toward Embodied Teaching and Learning, ed Bresler L., (Dordrecht: Springer),29–50.
Newen A., De Bruin L., Gallagher S., (2018). The Oxford Handbook of 4E Cognition. New York, NY: Oxford University Press.
Savage J., (2009). “Pedagogical strategies for change,” in Music Education With Digital Technology, eds Finney J., Burnard P., (London; New York, NY: Continuum), 142–155.
