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Music as knowledge in an educational context
Örebro universitet, Musikhögskolan. (ACCLAIM (Aestethics, Culture and Media))ORCID-id: 0000-0002-3758-7541
2013 (engelsk)Inngår i: Professional knowledge in music teacher education / [ed] Eva Georgii-Hemming, Pamela Burnard, Sven-Erik Holgersen, Farnham, Surrey: Ashgate, 2013, 1, s. 19-37Kapittel i bok, del av antologi (Fagfellevurdert)
Abstract [en]

This chapter examines student music teachers’ notions of different forms of knowledge and knowledge acquisition, and how they converge in music teacher education. The issues concern perceptions of knowledge in educational contexts in terms of art, craft, and science. How do the student teachers view the nature and characteristics of different forms of knowledge? And what implications arise for present and future education?

Omnipresent questions concerning teacher education are whether the education should have an experience-based focus gained in schools, or a more academic, content-oriented focus: the crux is the relationship between subject content knowledge and pedagogical skills and competence. However, in music teacher education, musical practice in the broadest sense must also be taken into account, if only for its unique qualities when it comes to creating artistic knowledge.

The main part of this chapter considers the relationship between artistic and pedagogical knowledge as guided by Aristotle’s discussion on knowledge. Accordingly techne (craft and the act of creation) as well as phronesis (‘practical wisdom’ including ethics) can be seen as two forms of practical knowledge, while episteme (‘justified, true belief’) concerns scientific knowledge.

In order for society to reach a meaningful understanding of artistic activity, along with its worth and educative potential, awareness of the shifting forms and content of knowledge must be increased. Research into the interconnection of different forms of knowledge in a variety of pedagogical contexts and occupational cultures will meet a clear need on the part of music teacher education and the teaching profession in general.

sted, utgiver, år, opplag, sider
Farnham, Surrey: Ashgate, 2013, 1. s. 19-37
Emneord [en]
Concept of knowledge, epistemology, music teacher education
HSV kategori
Forskningsprogram
Musikvetenskap
Identifikatorer
URN: urn:nbn:se:oru:diva-17292ISBN: 978-1-4094-4111-3 (tryckt)OAI: oai:DiVA.org:oru-17292DiVA, id: diva2:442291
Prosjekter
Professional Knowledge in Music Teacher EducationTilgjengelig fra: 2011-09-21 Laget: 2011-09-21 Sist oppdatert: 2017-10-17bibliografisk kontrollert

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