Integrated Music Education: Challenges for Teaching and Teacher Training Presentation of a Book Project

Transcription

1 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

2 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:

3 PRIME: Modèle de travail

4 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

5 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

6 Structure du livre STARTING POINT (By Way of Introduction) STEP 1. APPROACHING INTEGRATED MUSIC EDUCATION BY EXPLORING DISTANT HORIZONS Exprimer les défis Relever le défi no 1: 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 STEP 5. WORKING WITH TEACHERS ON INTEGRATED APPROACHES TO MUSIC EDUCATION ARRIVAL POINT (By Way of Not Concluding) Relever le défi no 2: Comment former les enseignants à l EIM? Exprimer de nouveaux défis

7 Starting 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»

8 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 - Music is integrated Some statements - The integration is not natural - Production (creation) and transmission are two sides of the same coin

9 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)

10 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 creativity

11 Step 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 )

12 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 conceptions

13 Arrival 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)

14 «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)

15 Thank you for your attention!