ENGLISH

Brazilian Research on Creativity Development in Musical Interaction

By Rosane Cardoso de Araujo (editor)

Book information

Publisher
Routledge
Year
2021
ISBN
0367471418, 9780367471415
Language
english
Format
PDF
Filesize
6 MB (6332069 bytes)
Series
ISME Specialist Themes in Music Education
Edition
1
Pages
232\233
Time added
2022-02-16 21:31:49

Description

Brazilian Research on Creativity Development in Musical Interaction focuses on creativity that involves interactive musical activities, with different groups, such as professional musicians, students, and student teachers. It seeks to present research with a theoretical foundation on musical creativity and interaction, within psychology and music pedagogy. A collection of ten contributed essays present studies that promote understanding of the possibilities of creative development from the interactive process. All are undertaken within the context of teaching and learning, whether one-on-one or group lessons, ranging from elementary school music class, instrument study, choral singing, composition and teaching an autistic student. Cover Half Title Series Page Title Page Copyright Page Table of Contents List of Contributors Acknowledgments Foreword Introduction 1 Reflexive Interaction and Musical Creativity: A Study with Drums Students 2 Teaching with a Social Constructivist Vision of Learning: A Case Study of Beginning Guitar Class 3 Critical Pedagogy in Action: A Study on Interaction and Dialogue in Musical Composition 4 Creative Strategies for Learning Brazilian Popular Piano 5 Creative Practice and Reflexive Musical Interaction with an Adolescent with Autism 6 Music, Movement and Creativity 7 Interaction and Development of Musical Creativity in Elementary School: An Ethnography in a School Context 8 Collaborative Musical Composition at School: Theoretical and Methodological Interfaces in the Field of Creative Learning 9 Creative Teaching in Music Education: A Study in a Choir Singing Context 10 Accounts of Music Knowledge Mobilization: Creativity as a Tool for Self-Regulating Learning Conclusion Index

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