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Ariadne Pfad:

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Original Title
Wie kommen die Dinge in den Musikunterricht? Zur Materialität musikpädagogischer Praxis am Beispiel divergierender Orientierungen im Kontext unterrichtsbezogenen Handelns angehender Lehrkräfte
Parallel titleHow do “things” get into the music classroom? Research on the materiality of music pedagogical practice exemplified in divergent orientations within teaching-related practices of trainee teachers
Author
SourceClausen, Bernd [Hrsg.]; Dreßler, Susanne [Hrsg.]: Soziale Aspekte des Musiklernens. Münster; New York : Waxmann 2018, S. 43-55. - (Musikpädagogische Forschung; 39)
Document (667 KB)
License of the document In copyright
Keywords (German)
sub-discipline
Contributors (corporate)Arbeitskreis Musikpädagogische Forschung. Jahrestagung (39. : 2017 : Bad Wildbad)
Document typeArticle (from a serial)
ISBN978-3-8309-3872-9; 978-3-8309-8872-4; 9783830938729; 9783830988724
LanguageGerman
Year of creation
review statusPeer-Reviewed
Abstract (English):During the past decade, there has been an increase of pedagogical research under conditions of posthuman theories, such as the Actor Network Theory or post-phenomenology. Yet, there has not been much research on the materiality of music pedagogical practices. This article introduces an ongoing grounded-theory study on the role of things (e.g., music instruments, black board, or digital devices) within the music classroom. Results from the analysis of group discussions and interviews with student teachers show tensions between personal preferences, school conventions, and material conventions within the process of introducing things into the classroom. (DIPF/Orig.)
is part of:Soziale Aspekte des Musiklernens
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Date of publication09.10.2020
CitationGodau, Marc: Wie kommen die Dinge in den Musikunterricht? Zur Materialität musikpädagogischer Praxis am Beispiel divergierender Orientierungen im Kontext unterrichtsbezogenen Handelns angehender Lehrkräfte - In: Clausen, Bernd [Hrsg.]; Dreßler, Susanne [Hrsg.]: Soziale Aspekte des Musiklernens. Münster; New York : Waxmann 2018, S. 43-55. - (Musikpädagogische Forschung; 39) - URN: urn:nbn:de:0111-pedocs-207240 - DOI: 10.25656/01:20724
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