標(biāo)題: Titlebook: Contexts for Music Learning and Participation; Developing and Susta Andrea Creech,Maria Varvarigou,Susan Hallam Book 2020 The Editor(s) (if [打印本頁] 作者: postpartum 時(shí)間: 2025-3-21 16:44
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作者: PLAYS 時(shí)間: 2025-3-21 23:51 作者: Accord 時(shí)間: 2025-3-22 03:46
Emergent Musical Possible Selves in Primary School,experiences may contribute to lifelong musical possible selves. We begin the chapter with a discussion of some issues concerning the roles of specialist music teachers and generalist classroom teachers, in primary music education. We then discuss the particular ways that teachers may exert an influe作者: micronized 時(shí)間: 2025-3-22 07:43 作者: cravat 時(shí)間: 2025-3-22 11:12
The Role of Further and Higher Education in Shaping Musical Possible Selves,hting some critical questions and debates. We explore the ways that different facilitation approaches within tertiary music education can have a profound influence on the musical trajectories of students who are at a critical transition point in their lives. The idea of students as partners is discu作者: Grandstand 時(shí)間: 2025-3-22 14:58 作者: Grandstand 時(shí)間: 2025-3-22 17:59
Lifelong Musical Possible Selves: Adult Music Learning and Participation,idea of music-making as leisure. The question of whether adult learning is qualitatively different from learning at any other stage of life is discussed, framed by the concepts of andragogy and geragogy. We consider the implications of music learning and participation in adulthood, with regard to re作者: intrigue 時(shí)間: 2025-3-22 21:30 作者: 制定法律 時(shí)間: 2025-3-23 05:11 作者: pellagra 時(shí)間: 2025-3-23 09:37
Peer Learning and the Construction of Musical Possible Selves,acilitation modes set out in Chap. .. We begin this chapter with a review of evidence concerned with the potential benefits of symmetrical peer-to-peer learning or asymmetrical peer-assisted learning. We consider theoretical frameworks for peer learning, including social interdependence theory and s作者: 慢慢沖刷 時(shí)間: 2025-3-23 12:04
Musical Possible Selves and Self-directed Music Learning Across the Lifespan,cted learning, framing this discussion with the six dimensions of learning proposed by Heron, as set out in Chap. . of this book. The intersection of self-directed learning and experiential learning is then discussed, focusing on the idea of contextualised meaning-making. We follow this with some ex作者: 六個(gè)才偏離 時(shí)間: 2025-3-23 14:55
Developing Musical Possible Selves Through Learning with Technology and Social Media,chnology and social media to promote innovative approaches and to enable access to music learning among under-served groups. We begin this chapter with the idea of ‘disruptive technologies’ that provide a way to ‘do music’ differently in face-to-face contexts. We then turn to online communities that作者: Gastric 時(shí)間: 2025-3-23 21:00 作者: 土產(chǎn) 時(shí)間: 2025-3-24 01:17
Brain Development and Ontogeny of Behaviorsn of learning, adopting the lens of Heron’s (.. Kogan Page Ltd., 1999; .. Routledge, 2009) model of manifold learning. We consider the ways in which differing orientations to facilitation and learning intersect with formal, non-formal and informal practices and contexts, in turn shaping the developm作者: 容易做 時(shí)間: 2025-3-24 06:06 作者: 失望未來 時(shí)間: 2025-3-24 06:52
Essential Psychiatric Disordersexperiences may contribute to lifelong musical possible selves. We begin the chapter with a discussion of some issues concerning the roles of specialist music teachers and generalist classroom teachers, in primary music education. We then discuss the particular ways that teachers may exert an influe作者: SPURN 時(shí)間: 2025-3-24 11:59 作者: minion 時(shí)間: 2025-3-24 15:06
Tech-vexed: The Awesome Price for Artificehting some critical questions and debates. We explore the ways that different facilitation approaches within tertiary music education can have a profound influence on the musical trajectories of students who are at a critical transition point in their lives. The idea of students as partners is discu作者: laceration 時(shí)間: 2025-3-24 20:06
Rachel Sing-Kiat Ting,Justine Jian-Ai Thong serve school-aged children and young people. We consider the developmental potential of extra-curricular music learning and participation, interpreting this within the framework of positive and creative youth development.作者: opinionated 時(shí)間: 2025-3-25 00:10
Palgrave Studies in Indigenous Psychologyidea of music-making as leisure. The question of whether adult learning is qualitatively different from learning at any other stage of life is discussed, framed by the concepts of andragogy and geragogy. We consider the implications of music learning and participation in adulthood, with regard to re作者: Dorsal-Kyphosis 時(shí)間: 2025-3-25 04:23 作者: BYRE 時(shí)間: 2025-3-25 11:05 作者: 馬賽克 時(shí)間: 2025-3-25 12:20
Valeria Silvestri,Vivian Mushi,Billy Ngasalaacilitation modes set out in Chap. .. We begin this chapter with a review of evidence concerned with the potential benefits of symmetrical peer-to-peer learning or asymmetrical peer-assisted learning. We consider theoretical frameworks for peer learning, including social interdependence theory and s作者: 植物群 時(shí)間: 2025-3-25 19:47
Rachel S. van Leeuwaarde,Reut Halperincted learning, framing this discussion with the six dimensions of learning proposed by Heron, as set out in Chap. . of this book. The intersection of self-directed learning and experiential learning is then discussed, focusing on the idea of contextualised meaning-making. We follow this with some ex作者: 不可思議 時(shí)間: 2025-3-25 19:59
Charles C. Vining,Xavier M. Keutgenchnology and social media to promote innovative approaches and to enable access to music learning among under-served groups. We begin this chapter with the idea of ‘disruptive technologies’ that provide a way to ‘do music’ differently in face-to-face contexts. We then turn to online communities that作者: IOTA 時(shí)間: 2025-3-26 03:06
https://doi.org/10.1007/978-3-030-48262-6Learning frameworks; Informal learning in music education; Formal learning in music education; Non-form作者: ALERT 時(shí)間: 2025-3-26 04:56 作者: depreciate 時(shí)間: 2025-3-26 12:02 作者: FRAUD 時(shí)間: 2025-3-26 15:25 作者: flex336 時(shí)間: 2025-3-26 17:15
Rachel Sing-Kiat Ting,Justine Jian-Ai Thong serve school-aged children and young people. We consider the developmental potential of extra-curricular music learning and participation, interpreting this within the framework of positive and creative youth development.作者: 昏迷狀態(tài) 時(shí)間: 2025-3-26 22:56 作者: Processes 時(shí)間: 2025-3-27 02:00
Book 2020lenges existing conceptions of learning in music education in part by drawing on research in adult learning, but also by considering the contexts in which learning takes place, and the extent to which this learning can be classified as formal, informal or non-formal.?.作者: 讓空氣進(jìn)入 時(shí)間: 2025-3-27 06:37 作者: 空中 時(shí)間: 2025-3-27 10:32
Brain Development and Ontogeny of Behaviorsiffering orientations to facilitation and learning intersect with formal, non-formal and informal practices and contexts, in turn shaping the development of learners’ musical possible selves. We conclude with a detailed discussion of the theory of possible selves, proposing the notion of musical possible selves.作者: 言行自由 時(shí)間: 2025-3-27 17:31 作者: allude 時(shí)間: 2025-3-27 21:37
Palgrave Studies in Indigenous Psychologyed, framed by the concepts of andragogy and geragogy. We consider the implications of music learning and participation in adulthood, with regard to rediscovered lost possible selves and the sustenance of lifelong musical possible selves.作者: 浮雕寶石 時(shí)間: 2025-3-27 21:55
Kuang-Hui Yeh,Sophia Chia-Min Chounce musical possible selves. We consider a range of vulnerable groups, including children with profound and multiple learning disabilities, young people and adults in the criminal justice system, refugee communities and underserved communities where Sistema-inspired programmes have emerged.作者: 人工制品 時(shí)間: 2025-3-28 02:19
Book 2020 and contexts. At a time when the boundaries between music learning and participation are increasingly blurred, this volume is distinctive in challenging a ‘siloed’ approach to understanding the diverse international music education landscape. Instead, the book proposes a multi-layered continuum of 作者: 邊緣 時(shí)間: 2025-3-28 07:53 作者: Parameter 時(shí)間: 2025-3-28 12:07
Emergent Musical Possible Selves in Primary School,nce on children’s developing musical possible selves, first considering musical preferences and then discussing some different ways that the three facilitation modes and the experiential learning cycle proposed by Heron may be articulated within primary music classrooms.作者: indigenous 時(shí)間: 2025-3-28 15:23 作者: NADIR 時(shí)間: 2025-3-28 20:40
Musical Possible Selves and Self-directed Music Learning Across the Lifespan,amples of self-directed learning in music, in face-to-face and online environments. We conclude by considering the implications of self-directed learning for the conceptualisation and articulation of musical possible selves.作者: 神化怪物 時(shí)間: 2025-3-28 23:38 作者: 違法事實(shí) 時(shí)間: 2025-3-29 05:41
Tech-vexed: The Awesome Price for Artificeeriential learning. Finally, we discuss the implications of tertiary music education for lifelong learners and for teacher trainees who will in turn lead musical experiences in their communities, preparing young people for a lifetime of music learning and participation.作者: CANDY 時(shí)間: 2025-3-29 08:25 作者: 一瞥 時(shí)間: 2025-3-29 14:18 作者: cocoon 時(shí)間: 2025-3-29 16:48
Peer Learning and the Construction of Musical Possible Selves,ers may derive a sense of belonging. Some critical questions are discussed, concerned with the notion of inclusive practice in peer learning. Finally, we consider the implications of peer learning for musical possible selves.作者: osteopath 時(shí)間: 2025-3-29 21:08 作者: abreast 時(shí)間: 2025-3-30 00:21 作者: 哥哥噴涌而出 時(shí)間: 2025-3-30 07:49 作者: inflame 時(shí)間: 2025-3-30 10:46 作者: Adulterate 時(shí)間: 2025-3-30 16:13
Veterinary Psychiatry of the Dogacilitation of inclusive play-based activities, singing, movement with music and creative exploration, considering how these approaches may be understood in relation to our proposed model of developing and sustaining manifold musical possible selves.
