Music Study in Germany. From the Home Correspondence of Amy Fay

Fay, Amy

doi:10.2307/3365191

Cited by 3 publications

(1 citation statement)

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“…There, theoretically speaking, time is often an immaterial consideration, and the educational process consumes all of the time needed; it is as much unplanned, rhapsodic, improvisatory and processual as it is didactic, highly structured, pre-planned and product oriented. One may recall the well-documented master class lessons conducted by Franz Liszt, in which the lessons might take several hours and the class was exhausted in its aftermath (Fay 1880(Fay /1965. Lessons with one's teacher might go in unexpected directions, and other activities such as attending concerts, museums and social gatherings among musicians and other artists consumed a great deal of time in the places in which the lessons were conducted.…”

Section: Technological Mediationmentioning

confidence: 98%

Face-to-face and distance teaching and learning in higher education: Lessons from the preparation of professional musicians

Jorgensen

2014

Journal of Music, Technology &Amp; Education

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In this article, it is suggested that academic programmes in higher education can benefit from focusing on procedural (or practical and phenomenal) and propositional (or theoretical and abstract) knowledge. The preparation of professional musicians is particularly relevant to this issue because musicians' focus is often on procedural knowledge gained through making music. Accordingly, two approaches to preparing professional musicians are contrasted -face-to-face and distance education -and these illustrate how the transmission and acquisition of procedural knowledge works. The first, face-to-face teaching and learning, is thought about figuratively in terms of an artist who apprentices pupils or disciples and leads them to become exponents of particular musical practices. The second, distance teaching and learning in music as practiced worldwide, is informed particularly by metaphors of the web, factory and boutique that invoke, respectively, notions of connectivity, production and consumption in music education. The role of technology in mediating the process of teacher and student interaction in distance KEywoRds face-to-face instruction distance education music teaching and learning procedural knowledge propositional knowledge technological mediation higher education.

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Section: Technological Mediationmentioning

confidence: 98%