Meissner Henrique
Department of Music, The University of Sheffield, Sheffield, United Kingdom.
Front Psychol. 2021 Jan 11;11:584171. doi: 10.3389/fpsyg.2020.584171. eCollection 2020.
Since communication and expression are central aspects of music performance it is important to develop a systematic pedagogy of teaching children and teenagers expressiveness. Although research has been growing in this area a comprehensive literature review that unifies the different approaches to teaching young musicians expressiveness has been lacking. Therefore, the aim of this article is to provide an overview of literature related to teaching and learning of expressiveness from music psychology and music education research in order to build a new theoretical framework for teaching and learning expressive music performance in instrumental music lessons with children and teenagers. The article will start with a brief discussion of interpretation and expression in music performance, before providing an overview of studies that investigated teaching and learning of performance expression in instrumental music education with adults and children. On the foundation of this research a theoretical framework for dialogic teaching and learning of expressive music performance will be proposed and the rationale explained. Dialogic teaching can be useful for scaffolding young musicians' learning of expressivity as open questions can stimulate thinking about the interpretation and may serve to connect musical ideas to the embodied experience of the learner. A "toolkit" for teaching and learning of expressiveness will be presented for practical application in music lessons. In addition, a theoretical model will be proposed to further our understanding of teaching and learning of expressive music performance as a multifaceted and interactive process that is embedded in the context of tutors' and learners' experiences and environment. Finally, implications of this framework and suggestions for future research will be discussed.
由于沟通与表达是音乐表演的核心要素，因此，发展一套系统的教学方法来培养儿童和青少年的表现力至关重要。尽管该领域的研究不断增加，但仍缺乏一篇能统一不同教学年轻音乐家表现力方法的综合性文献综述。因此，本文旨在概述音乐心理学和音乐教育研究中与表现力教学相关的文献，以便为在儿童和青少年器乐课程中进行富有表现力的音乐表演教学构建一个新的理论框架。本文将首先简要讨论音乐表演中的诠释与表达，然后概述针对成人和儿童器乐教育中表演表现力教学与学习的研究。在此研究基础上，将提出一个关于富有表现力的音乐表演对话式教学与学习的理论框架，并解释其原理。对话式教学对于支撑年轻音乐家的表现力学习可能很有用，因为开放性问题可以激发对诠释的思考，并可能有助于将音乐理念与学习者的身体体验联系起来。将展示一个表现力教学与学习的“工具包”，以便在音乐课中实际应用。此外，还将提出一个理论模型，以加深我们对富有表现力的音乐表演教学与学习是一个多方面且相互作用的过程的理解，这个过程嵌入在教师和学习者的经验及环境背景之中。最后，将讨论该框架的意义以及对未来研究的建议。
