Instrumental technique, expressivity, and communication. A qualitative study on learning music in individual and collective settings

TY - JOUR

T1 - Instrumental technique, expressivity, and communication. A qualitative study on learning music in individual and collective settings

AU - Schiavio, Andrea

AU - van der Schyff, Dylan

AU - Biasutti, Michele

AU - Moran, Nikki

AU - Parncutt, Richard

N1 - Funding Information: AS was supported by a Lise Meitner Postdoctoral Fellowship granted by the Austrian Science Fund (FWF): project number M2148. DvdS was supported by a postdoctoral fellowship granted by the Social Sciences and Humanities Research Council of Canada Publisher Copyright: © 2019 Schiavio, van der Schyff, Biasutti, Moran and Parncutt.

PY - 2019/4/3

Y1 - 2019/4/3

N2 - In this paper, we present a qualitative study comparing individual and collective music pedagogies from the point of view of the learner. In doing so, we discuss how the theoretical tools of embodied cognitive science (ECS) can provide adequate resources to capture the main properties of both contexts. We begin by outlining the core principles of ECS, describing how it emerged in response to the information-processing approach to mind, which dominated the cognitive sciences for the latter half of the 20th century. We then consider the orientation offered by ECS and its relevance for music education. We do this by identifying overlapping principles between three tenets of ECS, and three aspects of pedagogical practice. This results in the categories of "instrumental technique," "expressivity," and "communication," which we adopted to examine and categorize the data emerging from our study. In conclusion, we consider the results of our study in light of ECS, discussing what implications can emerge for concrete pedagogical practices in both individual and collective settings.

AB - In this paper, we present a qualitative study comparing individual and collective music pedagogies from the point of view of the learner. In doing so, we discuss how the theoretical tools of embodied cognitive science (ECS) can provide adequate resources to capture the main properties of both contexts. We begin by outlining the core principles of ECS, describing how it emerged in response to the information-processing approach to mind, which dominated the cognitive sciences for the latter half of the 20th century. We then consider the orientation offered by ECS and its relevance for music education. We do this by identifying overlapping principles between three tenets of ECS, and three aspects of pedagogical practice. This results in the categories of "instrumental technique," "expressivity," and "communication," which we adopted to examine and categorize the data emerging from our study. In conclusion, we consider the results of our study in light of ECS, discussing what implications can emerge for concrete pedagogical practices in both individual and collective settings.

KW - Embodiment

KW - Expressivity

KW - Instrumental technique

KW - Musical communication

KW - Musical learning

UR - http://www.scopus.com/inward/record.url?scp=85065126684&partnerID=8YFLogxK

U2 - 10.3389/fpsyg.2019.00737

DO - 10.3389/fpsyg.2019.00737

M3 - Article

AN - SCOPUS:85065126684

SN - 1664-1078

VL - 10

JO - Frontiers in Psychology

JF - Frontiers in Psychology

M1 - 00737

ER -