Integrated Music Education: Challenges for Teaching and Teacher Training
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Integrated Music Education:
Challenges for Teaching and Teacher Training
Presentation of a Book Project
L’enseignement intégré de la musique:
Un défi pour l’enseignement
et la formation des enseignants
„Un projet de publication…“
Markus Cslovjecsek & Madeleine Zulauf
Histoire du groupe:
Fondation en 2006 à Kuala Lumpur
Reconnu comme Special Interest Group de l’ISME en 2011
Membres:
Un réseau mondial de chercheurs et praticiens dans le domaine de l’Enseignement Intégré
de la Musique (EIM)
Objectifs:
Contribuer au développement du discours sur l’éducation musicale
… en stimulant la discussion sur les plans théorique, philosophique, méthodologique et
pratique
… sur le thème de l’intégration curriculaire, plus précisément de l’intégration de la musique
dans le curriculum scolaire
Pour en savoir plus: www.sigprime.net
PRIME: Modèle de travail
Symposium PRIME: Soleure, 2008 Inscrit dans une tradition: Enseignement élargi de la musique – Evolution du concept – Formation des enseignants – Recherches – Publications Participants: 14 enseignants (écoles enfantine, primaire et secondaire; professeurs d’instruments) 10 spécialistes en EIM 3 chercheurs & observateurs 1 traductrice 2 organisateurs Objectifs: Récolter des informations variées sur EIM – Explorer ce nouveau concept – Former des enseignants Déroulement et modalités: Conférences – Ateliers – Echanges libres et activités sociales Dans l’esprit d’une Transformative Practice Zone (Bresler, 2003): espace pour partager les convictions et les pratiques des uns et des autres
Projet de publication Nature du projet: • Ouvrage scientifique • Important travail d’édition scientifique: structuration du livre – textes de guidage et d’interprétation • En anglais, avec résumés de tous les chapitres en allemand et en français • Publication prévue en 2015 chez Peter Lang, SA Contributions • Chapitres des experts ayant participé au Symposium • Chapitres par des auteurs invités • Textes des éditeurs
Structure du livre
STARTING POINT (By Way of Introduction) Exprimer les défis
STEP 1. APPROACHING INTEGRATED MUSIC Relever le défi no 1:
EDUCATION BY EXPLORING DISTANT HORIZONS Qu’est-ce que l’EIM?
STEP 2. UNCOVERING BASIC ATTITUDES TO
INTEGRATED MUSIC EDUCATION
STEP 3. ENCOUNTERING SCHOOL MODELS IN
INTEGRATED MUSIC EDUCATION
STEP 4. BECOMING FAMILIAR WITH INTEGRATED
MUSIC EDUCATION ACTIVITIES IN THE
CLASSROOM Relever le défi no 2:
Comment former les
STEP 5. WORKING WITH TEACHERS ON
enseignants à l’EIM?
INTEGRATED APPROACHES TO MUSIC EDUCATION
ARRIVAL POINT (By Way of Not Concluding) Exprimer de nouveaux défisStarting Point (by way of introduction)
Chapter 1: Künzli
The School’s Disciplinary Learning Scaffold
Chapter 2: Zulauf & Cslovjecsek
The story of an idea
=> 2 guidelines
- To go beyond the dichotomy between
«in music» and «through music»
- To think of school as in relation to
«real life»Step 1
Approaching Integrated Music Education
by Exploring Distant Horizons
Chapter 3: Russell
Communities of Practice: A Brazilian Experience
Chapter 4: Pesch
Thinking and Learning in South Indian Music
Chapter 5: Richardson
Avant-garde Visual Artists and Varèse
?
⇒ Some statements
- Music is integrated…
- The integration is not “natural”
- Production (creation) and transmission are
“two sides of the same coin”Step 2
Uncovering Basic Attitudes to
Integrated Music Education
Chapter 6: Evelein
Cooperative Learning in Music
Chapter 7: Lowe & Richard
Cultural, Linguistic and Artistic Development
in Francophone Minority Communities
Chapter 8: Harris
Promoting Spirituality through Music
⇒ Some statements
? - School can successfully open itself to
“real life”
- By doing so, it can “import” basic aspects
of integration (cultural links; personal
and social experiences)Step 3
Encountering School Models in
Integrated Music Education
Chapter 9: Veblen
Frameworks for Integrating Music and the Arts
Chapter 10: Barnes
Cross-curricular Approaches
⇒ Some statements
- They are numerous models of “integrated
? curricula”
- The terminology is vast and diverse… but
the objective is still the same: the
construction of meaning by the
learners
- Integrated Arts (especially IME) involves
vitality and creativityStep 4
Becoming Familiar with Integrated Music
Education Activities in the Classroom
Chapters 11, 12 & 13: Several authors
9 activities (Procedures, Objectives, Principles)
⇒ Some statements
- IME is possible in “every day” school life
? - IME doesn’t need expensive materials or a
?
? large amount of time
- The activities should be “authentic” (not
artificial…)Step 5
Working with Teachers on
Integrated Approaches to Music Education
Chapter 14: Zulauf & Gentinetta
Teachers’ and Experts’ Conceptions
Chapter 15: Gelzer & Messner
When Teachers meet Experts
⇒ Some statements
- Conceptions of IME vary along a continuum
- Higher levels in the continuum correspond
to a better coordination between two
constraints: disciplinary organization
& links with “real life”
- Transformative Practice Zone is a
promising way of enriching teachers’
conceptionsArrival Point (by way of not concluding)
Some final remarks about IME
- IME = means + objectives
- IME = disciplinarity x transversality
- IME = (construction) process
Some new challenges…
- To further implement IME
- To train more teachers to IME
- To further reflect and do research on IME (especially on the «factor» MUSIC)«Music [is] the supreme mystery
of the science of man,
a mystery that all the various disciplines
come up against and which holds
the key to their progress.»
(Lévi-Strauss, 1964)Thank you for your attention!
markus.cslovjecsek@fhnw.ch
fmrzulauf@gmail.comVous pouvez aussi lire
