Community Music-Based Structures of Learning (CoMu-Based SL) Framework: Nurturing Critical Musicality and Artistic Thinking

Costes-Onishi, Pamela; Caleon, Imelda S.

doi:10.1007/978-981-13-8993-1_11

Cited by 2 publications

(2 citation statements)

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“…A previous study in Singapore (Costes-Onishi & Caleon, 2018, 2019) on critical musicality revealed that the goal of understanding extra-musical connections for meaning-making beyond music-making are lacking in most music lessons. According to this study, even the most well-intentioned approaches tend to emphasize skills in music (e.g., listening, performing, and responding) with the aim of enjoyment through music-making.…”

Section: Inquiry-based Learning In Musicmentioning

confidence: 99%

“…Studies on critical musicality (Costes-Onishi & Caleon, 2018, 2019; Green, 2008) found that extending the cognitive and affective dimensions of music appreciation through distinguishing musical skills and extra-musical knowledge is a learning process that is often neglected in music education. Yet scholars in music appreciation suggest that cognitive knowledge (historical and analytical) may lead to higher enjoyment of listening experience (Halpern, 1992) and that while affective factors are preconditions for music appreciation, cognitive factors facilitate its growth and depth (Lewis & Schmidt, 1991; Payne, 1980; Woody & Burns, 2001).…”

Section: Introductionmentioning

confidence: 99%

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Inquiry-based learning in music: Indicators and relationships between key pedagogical practices and the quality of critical thinking

Costes-Onishi

Kwek

2022

Research Studies in Music Education

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Many scholars have advocated the addition of more intellectual activities in music classrooms, the most prominent being critical thinking through inquiry. Inquiry-based learning (IBL) has been recognized as necessary for teaching and learning that increases critical thinking skills and dispositions. This study describes an extensive list of indicators that could ascertain the pedagogical practices and intellectual quality of knowledge work indicating the strength of inquiry in music classrooms. It shows the relationships between these indicators that help us understand the enablers and hindrances to critical thinking as an aspect of IBL in music. The article focuses on the Descriptive Statistics results of 114 classroom observations for music at the Primary and Secondary levels, using coding schemes developed in the Singapore Core3-PP project from 2018 to 2020. The results confirm the gap identified in the literature that music classes lack significant inquiry work that would nurture critical thinking skills and dispositions. The findings provide pedagogical insights that can (a) inform educators on how to examine and grow their IBL practice in music lessons; (b) move music education’s objective toward a balanced development of music skills and knowledge construction; (c) develop critical musicality and independent musicianship among students; and (d) provide concrete measures for researchers to design interventions in the areas of teacher learning in IBL.

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Section: Inquiry-based Learning In Musicmentioning

confidence: 99%