Self-Examination of Music Methods Teaching in a Reggio Emilia-Inspired Learning Community

Abstract

Music teacher educators have taken different approaches to enrich teaching-specific reflective practice through peer collaboration. In this study, three music teacher educators examined their experiences with the process of pedagogical documentation, a form of collaborative professional development from the Reggio Emilia Approach (REA). They met via video conferencing over the course of a semester to review key concepts related to the REA, share student artifacts, and discuss teaching contexts and considerations. Through this collaboration, participants found space for sharing successes, supporting personal reflection, troubleshooting, and revisiting ideas related to teaching and learning. They deepened their attunement to how teaching contexts continually shift and the affordances and challenges of incorporating the hundred languages (a concept from REA) in higher education.

Analysis of music teaching technology based on a data mining model

“…The information technology music teaching model is close to "learning with technology" education based on the cloud learning architecture integrated into the multimedia music information, only using the Appropriately, the new music instructional model is the interactive music information technology. , which allows students to better understand the content of the course, It not only helps to understand the rules of knowledge learned but also depends on the teachers, artists, and students to overcome the shortcomings of traditional teaching methods [3][4].…”