Schiavio Andrea, van der Schyff Dylan, Biasutti Michele, Moran Nikki, Parncutt Richard
Centre for Systematic Musicology, University of Graz, Graz, Austria.
Faculty of Music, University of Oxford, Oxford, United Kingdom.
Front Psychol. 2019 Apr 3;10:737. doi: 10.3389/fpsyg.2019.00737. eCollection 2019.
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.
在本文中，我们从学习者的角度呈现了一项比较个人音乐教学法和集体音乐教学法的定性研究。在此过程中，我们讨论了具身认知科学（ECS）的理论工具如何能够提供足够的资源来捕捉这两种教学情境的主要特性。我们首先概述了ECS的核心原则，描述了它是如何作为对信息处理心智方法的回应而出现的，这种方法在20世纪后半叶主导了认知科学。然后，我们考虑ECS提供的方向及其与音乐教育的相关性。我们通过确定ECS的三个原则与教学实践的三个方面之间的重叠原则来做到这一点。这产生了“乐器技术”“表现力”和“交流”这几个类别，我们采用这些类别来检查和分类我们研究中出现的数据。最后，我们根据ECS来考虑我们的研究结果，讨论在个人和集体教学环境中具体教学实践可能产生的影响。
