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William C. Hartshorn’s “integrity in Music Education” (1959) all played a key role in shaping the past and present theories of music education. Harts-horn, who seems to be the most deliberate in his argument about the pur-pose of music education, states this in the opening paragraph of his article:
27 Ιαν 2022 · Understanding music and musical meaning is a central question in various domains such as philosophy, anthropology, social sciences, semiotics and music education. Discover the world's...
31 Μαΐ 2022 · The present paper uses the cognitive-linguistic theories of conceptual metaphor and conceptual blending and the author’s proposal for a “multilevel-grounded semantics” to suggest that the form/content dichotomy in music is in fact a matter of degree.
19 Σεπ 2018 · This study extends the limited literature on the application of metaphors within advanced music instruction, providing new insights into the nature and function of metaphor in the way that music is perceived, performed and taught.
23 Φεβ 2024 · This article reports a meta-synthesis of 14 qualitative studies on how teachers can support students’ musical learning. The aim of the article is twofold: to (1) contribute to empirically grounded knowledge in music education, and (2) advance the methodological development of meta-synthesis in qualitative research.
particular importance when-as is the case in music education-the non-verbal evidence, musical behavior, requires verbal description. By naming an observed phenomenon, researchers in music education select from their repertoire of words a label that appears to give meaning to the observed phenomenon.
In order to visualise and discuss the educational implications of the results of this study, the notions of a landscape of musical metaphor and a corresponding landscape of musical learning are presented and discussed.
