A Research-Informed Approach to Inspiring Confidence, Skill, and Enjoyment in Music Performance Redaktion: Meissner, Henrique; Pitts, Stephanie E.; Timmers, Renee
A Research-Informed Approach to Inspiring Confidence, Skill, and Enjoyment in Music Performance Redaktion: Meissner, Henrique; Pitts, Stephanie E.; Timmers, Renee
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Sound Teaching explores the ways in which music psychology and education can meet to inspire developments in the teaching and learning of music performance.
Sound Teaching explores the ways in which music psychology and education can meet to inspire developments in the teaching and learning of music performance.
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Autorenporträt
Henrique Meissner is Honorary Research Fellow at The University of Sheffield and Course Leader for Practice-based Research in the Master of Music at the Prins Claus Conservatorium in Groningen. Renee Timmers is Professor of Psychology of Music at The University of Sheffield. Stephanie E. Pitts is Professor of Music Education at The University of Sheffield.
Inhaltsangabe
1. Introduction: a research-informed approach to vocal and instrumental music learning and teaching Henrique Meissner, Renee Timmers, Stephanie E. Pitts Part I: Musicians as teachers 2. How musical learning experiences have an impact on music educators' attitudes and practices Cláudia Braz Nunes 3. Traditional musicians as teachers: sharing skills for participation Josephine L. Miller Part II: Developing specialist musical skills 4. Teaching children and teenagers expressive music performance Henrique Meissner 5. Developing timbre on the piano: interactions between sound, body, and concepts Shen Li 6. Mobilising improvisation skills in classically trained musicians Jonathan Ayerst Part III: Group leadership and interaction in ensembles 7. Communication and interaction in ensemble rehearsal Nicola Pennill 8. Conductors as teachers: the effects of verbal feedback on singers' confidence, enjoyment, and performance quality Michael Bonshor Part IV: Strategies for enhancing musical confidence and enjoyment 9. Singing and signing with Deaf and hearing impaired young people Gail Dudson 10. Teaching pre-performance routines to improve students' performance experienceMary Hawkes 11. The teacher's role in the enhancement of students' performance experience Elsa Perdomo-Guevara 12. Reflections on implications for sound teaching, lifelong music learning, and future research Henrique Meissner, Renee Timmers, Stephanie E. Pitts
1. Introduction: a research-informed approach to vocal and instrumental music learning and teaching Henrique Meissner, Renee Timmers, Stephanie E. Pitts Part I: Musicians as teachers 2. How musical learning experiences have an impact on music educators' attitudes and practices Cláudia Braz Nunes 3. Traditional musicians as teachers: sharing skills for participation Josephine L. Miller Part II: Developing specialist musical skills 4. Teaching children and teenagers expressive music performance Henrique Meissner 5. Developing timbre on the piano: interactions between sound, body, and concepts Shen Li 6. Mobilising improvisation skills in classically trained musicians Jonathan Ayerst Part III: Group leadership and interaction in ensembles 7. Communication and interaction in ensemble rehearsal Nicola Pennill 8. Conductors as teachers: the effects of verbal feedback on singers' confidence, enjoyment, and performance quality Michael Bonshor Part IV: Strategies for enhancing musical confidence and enjoyment 9. Singing and signing with Deaf and hearing impaired young people Gail Dudson 10. Teaching pre-performance routines to improve students' performance experienceMary Hawkes 11. The teacher's role in the enhancement of students' performance experience Elsa Perdomo-Guevara 12. Reflections on implications for sound teaching, lifelong music learning, and future research Henrique Meissner, Renee Timmers, Stephanie E. Pitts
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