Add to ORKGThis paper seeks to offer a critical, reflective analysis of the basic philosophy of Kodály’s approach to music education in comparison with David Elliott’s concept of praxial music education. Drawing on detailed contemporary examples, five issues are highlighted in the paper: music literacy as common ground; the problems of the “Singing-first ” principle; the best time to start children’s music education; mother-tongue and musical mother-tongue; and the “unquestioned quality music ” issue. The paper is not suggesting that the Kodály philosophy is outdated but advocating the need for critical reflection whenever we study or apply a theory
Critical pedagogy for music education (Abrahams, 2005), as influenced by Freire’s (1970) conception ...
In our contribution we point out to the current challenges of the philosophy of art education, which...
The concept of critical thinking is understood in a number of ways. In some definitions it is close ...
Since its publication in 1995, a significant literature has developed around David J. Elliott’s prax...
In the ever-evolving world of music education, a handful of “methods” have been identified as favori...
The purpose of this work is to explore the possibility of incorporating pragmatism into music educat...
When expressing the phrase music lessons, one often visualizes students with their musical instrumen...
This paper proposes a Critical Pedagogy for Music Education (CPME) and shows how the tenets of CPME ...
The most up-to-date validations of educational praxis propose that teachers and learners should enga...
This paper proposes a Critical Pedagogy for Music Education (CPME) and shows how the tenets of CPME ...
© 1997 Dr. Susan Monica StevensThis thesis argues for a pragmatist theory of music education and dev...
The period between the 1990 Indiana Symposium and the Second International Symposium on the Philoso...
The paper argues that the contemporary model of musical education, as we know it today, has been sha...
This paper describes a best teaching practice called Critical Pedagogy for Music Education as it inf...
<p>The importance of music to life and retention in all cultures, allow conceived as a context for d...
Critical pedagogy for music education (Abrahams, 2005), as influenced by Freire’s (1970) conception ...
In our contribution we point out to the current challenges of the philosophy of art education, which...
The concept of critical thinking is understood in a number of ways. In some definitions it is close ...
Since its publication in 1995, a significant literature has developed around David J. Elliott’s prax...
In the ever-evolving world of music education, a handful of “methods” have been identified as favori...
The purpose of this work is to explore the possibility of incorporating pragmatism into music educat...
When expressing the phrase music lessons, one often visualizes students with their musical instrumen...
This paper proposes a Critical Pedagogy for Music Education (CPME) and shows how the tenets of CPME ...
The most up-to-date validations of educational praxis propose that teachers and learners should enga...
This paper proposes a Critical Pedagogy for Music Education (CPME) and shows how the tenets of CPME ...
© 1997 Dr. Susan Monica StevensThis thesis argues for a pragmatist theory of music education and dev...
The period between the 1990 Indiana Symposium and the Second International Symposium on the Philoso...
The paper argues that the contemporary model of musical education, as we know it today, has been sha...
This paper describes a best teaching practice called Critical Pedagogy for Music Education as it inf...
<p>The importance of music to life and retention in all cultures, allow conceived as a context for d...
Critical pedagogy for music education (Abrahams, 2005), as influenced by Freire’s (1970) conception ...
In our contribution we point out to the current challenges of the philosophy of art education, which...
The concept of critical thinking is understood in a number of ways. In some definitions it is close ...