Markus Tullberg
Lärare
Democratising the experience of learning to play a musical instrument
Författare
Summary, in English
The purpose of this presentation/paper is to contribute to a deeper understanding of the infinite number of experiences of what it is to learn to play a musical instrument. By providing a theoretical platform to visualise and discuss these experiences, the aim is further to support the posing of questions regarding the future of teaching and learning music across all ages, genres and levels of expertise.
The theoretical framework departs from the concept of affordances, originally formulated by ecological psychologist Gibson (1979/1986). The concept of affordances has previously been applied to music research, and the complementing, but debated, term effectivities has been included order to enhance the understanding of musical experience as individually constructed.
This perspective makes it possible to discuss many aspects of music making, including the fundamental role of psychomotor abilities, which has been surprisingly neglected in music education research (Gagné & McPherson, 2016). Including this dimension of music making contributes to democratise the playing field. We are not all the same; we think differently, we perceive differently, and we all have different bodies with unique dispositions and sets of abilities. Adapting this perspective makes every lesson, formal or informal, to a space for mutual learning.
The theoretical framework departs from the concept of affordances, originally formulated by ecological psychologist Gibson (1979/1986). The concept of affordances has previously been applied to music research, and the complementing, but debated, term effectivities has been included order to enhance the understanding of musical experience as individually constructed.
This perspective makes it possible to discuss many aspects of music making, including the fundamental role of psychomotor abilities, which has been surprisingly neglected in music education research (Gagné & McPherson, 2016). Including this dimension of music making contributes to democratise the playing field. We are not all the same; we think differently, we perceive differently, and we all have different bodies with unique dispositions and sets of abilities. Adapting this perspective makes every lesson, formal or informal, to a space for mutual learning.
Avdelning/ar
- Lärare (Musikhögskolan)
Publiceringsår
2019-05-18
Språk
Svenska
Fulltext
Dokumenttyp
Konferensbidrag
Ämne
- Music
Nyckelord
- music
- affordances
- Effectivities
Status
Unpublished