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Original Title
Wie denken Lehrer*innen über (das Unterrichten von) Musiktheorie?
Parallel titleHow do teachers think about (teaching) music theory?
Author
SourceClausen, Bernd [Hrsg.]: Teilhabe und Gerechtigkeit. Münster ; New York : Waxmann 2014, S. 131-143. - (Musikpädagogische Forschung; 35)
Document
Keywords (German)Musikpädagogik; Musiktheorie; Unterrichtsentwicklung; Unterrichtsgestaltung; Musikunterricht; Unterrichtspraxis; Gymnasium; Einstellung <Psy>; Lehrer; Empirische Untersuchung; Leitfadeninterview; Bayern; Deutschland
sub-disciplineEmpirical Educational Research
Teaching Didactics/Teaching Music and Arts
Document typeArticle (from a serial)
ISBN978-3-8309-3144-7
LanguageGerman
Year of creation
review statusPeer-Reviewed
Abstract (English):Teaching music theory is an essential, yet a barely researched part of music education in secondary schools. This paper examines the expert knowledge of Bavarian teachers regarding this subject After discussing the background and the methodology of this study the differences among the music teachers' understanding of "music theory" are illustrated with three examples: While all three interviewees agree that music theory is a set of specific knowledge, they differ by a) locating it in the non-practical, b) connecting it with practical applications or c) isolating it as knowledge, that, at first, has to be learned in isolation. These conceptions of music theory can be understood as intrinsically connected with didactic assumptions and are founded in the teachers' biographies. (DIPF/Orig.)
is part of:Teilhabe und Gerechtigkeit
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Date of publication25.08.2016
Suggested CitationRuf, Benedikt: Wie denken Lehrer*innen über (das Unterrichten von) Musiktheorie? - In: Clausen, Bernd [Hrsg.]: Teilhabe und Gerechtigkeit. Münster ; New York : Waxmann 2014, S. 131-143. - (Musikpädagogische Forschung; 35) - URN: urn:nbn:de:0111-pedocs-123580
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