Musical contracts: fostering student participation in the instructional process
Identifieur interne : 000751 ( Main/Exploration ); précédent : 000750; suivant : 000752Musical contracts: fostering student participation in the instructional process
Auteurs : Bernard W. Andrews [Canada]Source :
- International journal of music education [ 0255-7614 ] ; 2004-12.
English descriptors
- Teeft :
- Adult education, American association, American journal, Andrews, Canadian music educator, Carolina state, Class time, Classroom environment, Clinical education, Community colleges, Course outcomes, Curriculum materials, Deakin university, Distance education, Document reproduction service, Educational resources information catalogue, Evaluation system, Hall bonnabeau, High school, Instructional process, International journal, International society, Knowles, Laidlaw foundation, Middle school, Music education, Music educators journal, Music instruction, Music program, Music programs, Music teacher, Musical contracts, Nursing education, Odyssey project, Ontario institute, Ottawa, Performance criteria, Pharmaceutical education, Presentation modes, Principal themes, Remedial tool, School music, Student participation, Student teachers, Study centres, Teacher agreement, Technical report, White greenwood, Young people.
Abstract
Contract learning is an approach to classroom instruction that emphasizes teacher-student collaboration in the teaching-learning process. Participation in instructional decision-making encourages students to take responsibility for what happens to them, and it engenders a greater sense of commitment to the outcomes of the music program. In music education, where large group performance-based instruction is prevalent, students often feel that they are alienated, and the programs do not meet their personal needs. This article illustrates how the strategy can be adapted for music instruction, and outlines the benefits that contract learning offers for fostering student participation in the instructional process.
Url:
DOI: 10.1177/0255761404047398
Affiliations:
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Participation in instructional decision-making encourages students to take responsibility for what happens to them, and it engenders a greater sense of commitment to the outcomes of the music program. In music education, where large group performance-based instruction is prevalent, students often feel that they are alienated, and the programs do not meet their personal needs. This article illustrates how the strategy can be adapted for music instruction, and outlines the benefits that contract learning offers for fostering student participation in the instructional process.</div></front></TEI><affiliations><list><country><li>Canada</li></country></list><tree><country name="Canada"><noRegion><name sortKey="Andrews, Bernard W" sort="Andrews, Bernard W" uniqKey="Andrews B" first="Bernard W." last="Andrews">Bernard W. Andrews</name></noRegion></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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