The legacy of music education methods in teacher education : The metanarrative of Dalcroze Eurhythmics as a case
SAGE
2011
lehtiartikkeli
Hyväksytty kirjoittajan käsikirjoitus - 270.73 KB
Juntunen, M.-L., & Westerlund, H. (2011). The legacy of music education methods in teacher education: The metanarrative of Dalcroze Eurhythmics as a case. Research Studies in Music Education, 33(1), 47–58. https://doi.org/10.1177/1321103X11404653
Pysyvä osoite
Verkkojulkaisu
Tiivistelmä
The article examines the role and relevance of certain so-called music education methods used in current educational practice. As different pedagogical approaches and teaching methods aim at good and educative experiences, they suggest an ideal story of success and a direction of growth for the self of the music learner. In this article, these ideal stories are seen as embodying the normative metanarratives of music education. As an example, the article constructs a metanarrative of Dalcroze pedagogy. Jaques-Dalcroze’s texts are analysed as articulating a certain conception of the human being, alongside ideals as to how the competencies of human beings are developed through music and within music education. The article then discusses how methodological metanarratives as normative frames for representing success stories may be used in today’s teacher education in developing teachers’ cultural metacognition and in leading the profession towards a critical narratology, to enrich the reflective practice of future teachers.
ISBN
Aihealue
OKM-julkaisutyyppi
A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Emojulkaisu
Lehti
Research Studies in Music Education|33|1
Julkaisusarja
ISSN
1834-5530