Didaktik of music: a German concept and its comparison to American music pedagogy
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Auteurs : Alexandra Kertz-Welzel [États-Unis]Source :
- International Journal of Music Education [ 0255-7614 ] ; 2004-12.
English descriptors
- Teeft :
- American education, American idea, American music education, Bildung, Classroom discussions, Comparative didaktik, Comparative music education, Comparative studies, Considerable freedom, Curriculum research, Curriculum studies, Didaktik, Didaktik curriculum, Different countries, Educational content, Educational objectives, Familiar system, Framing didaktik, General goal, General music education, General theory, German didaktik, German didaktik tradition, German music education, German schools, German system, German teacher, German tradition, Hopmann, International dialogue, International journal, Isme, Isme member, Isme world conference, Lehrplan, Main intent, Music education, Music educators, Music teacher, Music teachers, Musical understanding, Musical world, Orff instruments, Pedagogical methodology address, Pedagogy, Popular music, Reflective practice, Scientific approach, Sensorial perception, Specific lesson, Subject content, Such studies, Teacher education, Teaching music, Theoretical issues, Useful knowledge, Various models, Westbury.
Abstract
Didaktik of music is the science and art of teaching music in terms of determining goals, contents and methods. It is both a scholarly field of research and a teacher’s craft. Didaktik raises issues which neither curriculum research nor pedagogical methodology address in the same way. The main intent of this article is to present important issues concerning the German Didaktik of music, and to make comparisons to the approaches in the United States. By framing Didaktik in view of American music education as a prominent and familiar system, both practical and theoretical issues may be clarified. The concept of a comparative Didaktik of music is also introduced, allowing for more specific questions of pedagogy and curriculum to be raised which do not feature in studies to date.
Url:
DOI: 10.1177/0255761404049806
Affiliations:
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