4E Music Pedagogy and the Principles of Self-Organization.
Identifieur interne : 000905 ( Main/Exploration ); précédent : 000904; suivant : 0009064E Music Pedagogy and the Principles of Self-Organization.
Auteurs : Andrea Schiavio [Autriche, Royaume-Uni] ; Dylan Van Der Schyff [Royaume-Uni]Source :
- Behavioral sciences (Basel, Switzerland) [ 2076-328X ] ; 2018.
Abstract
Recent approaches in the cognitive and psychological sciences conceive of mind as an Embodied, Embedded, Extended, and Enactive (or 4E) phenomenon. While this has stimulated important discussions and debates across a vast array of disciplines, its principles, applications, and explanatory power have not yet been properly addressed in the domain of musical development. Accordingly, it remains unclear how the cognitive processes involved in the acquisition of musical skills might be understood through the lenses of this approach, and what this might offer for practical areas like music education. To begin filling this gap, the present contribution aims to explore central aspects of music pedagogy through the lenses of 4E cognitive science. By discussing cross-disciplinary research in music, pedagogy, psychology, and philosophy of mind, we will provide novel insights that may help inspire a richer understanding of what musical learning entails. In doing so, we will develop conceptual bridges between the notion of 'autopoiesis' (the property of continuous self-regeneration that characterizes living systems) and the emergent dynamics contributing to the flourishing of one's musical life. This will reveal important continuities between a number of new teaching approaches and principles of self-organization. In conclusion, we will briefly consider how these conceptual tools align with recent work in interactive cognition and collective music pedagogy, promoting the close collaboration of musicians, pedagogues, and cognitive scientists.
DOI: 10.3390/bs8080072
PubMed: 30096864
PubMed Central: PMC6115738
Affiliations:
Links toward previous steps (curation, corpus...)
Le document en format XML
<record><TEI><teiHeader><fileDesc><titleStmt><title xml:lang="en">4E Music Pedagogy and the Principles of Self-Organization.</title><author><name sortKey="Schiavio, Andrea" sort="Schiavio, Andrea" uniqKey="Schiavio A" first="Andrea" last="Schiavio">Andrea Schiavio</name><affiliation wicri:level="1"><nlm:affiliation>Centre for Systematic Musicology, University of Graz, 8010 Graz, Austria. andrea.schiavio@uni-graz.at.</nlm:affiliation><country xml:lang="fr">Autriche</country><wicri:regionArea>Centre for Systematic Musicology, University of Graz, 8010 Graz</wicri:regionArea><wicri:noRegion>8010 Graz</wicri:noRegion></affiliation><affiliation wicri:level="1"><nlm:affiliation>Department of Music, The University of Sheffield, Sheffield S3 7RD, UK. andrea.schiavio@uni-graz.at.</nlm:affiliation><country xml:lang="fr">Royaume-Uni</country><wicri:regionArea>Department of Music, The University of Sheffield, Sheffield S3 7RD</wicri:regionArea><wicri:noRegion>Sheffield S3 7RD</wicri:noRegion></affiliation></author><author><name sortKey="Van Der Schyff, Dylan" sort="Van Der Schyff, Dylan" uniqKey="Van Der Schyff D" first="Dylan" last="Van Der Schyff">Dylan Van Der Schyff</name><affiliation wicri:level="1"><nlm:affiliation>Faculty of Music, Oxford University, Oxford OX1 1DB, UK. dylan.vanderschyff@music.ox.ac.uk.</nlm:affiliation><country xml:lang="fr">Royaume-Uni</country><wicri:regionArea>Faculty of Music, Oxford University, Oxford OX1 1DB</wicri:regionArea><wicri:noRegion>Oxford OX1 1DB</wicri:noRegion></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">PubMed</idno><date when="2018">2018</date><idno type="RBID">pubmed:30096864</idno><idno type="pmid">30096864</idno><idno type="doi">10.3390/bs8080072</idno><idno type="pmc">PMC6115738</idno><idno type="wicri:Area/Main/Corpus">000722</idno><idno type="wicri:explorRef" wicri:stream="Main" wicri:step="Corpus" wicri:corpus="PubMed">000722</idno><idno type="wicri:Area/Main/Curation">000722</idno><idno type="wicri:explorRef" wicri:stream="Main" wicri:step="Curation">000722</idno><idno type="wicri:Area/Main/Exploration">000722</idno></publicationStmt><sourceDesc><biblStruct><analytic><title xml:lang="en">4E Music Pedagogy and the Principles of Self-Organization.</title><author><name sortKey="Schiavio, Andrea" sort="Schiavio, Andrea" uniqKey="Schiavio A" first="Andrea" last="Schiavio">Andrea Schiavio</name><affiliation wicri:level="1"><nlm:affiliation>Centre for Systematic Musicology, University of Graz, 8010 Graz, Austria. andrea.schiavio@uni-graz.at.</nlm:affiliation><country xml:lang="fr">Autriche</country><wicri:regionArea>Centre for Systematic Musicology, University of Graz, 8010 Graz</wicri:regionArea><wicri:noRegion>8010 Graz</wicri:noRegion></affiliation><affiliation wicri:level="1"><nlm:affiliation>Department of Music, The University of Sheffield, Sheffield S3 7RD, UK. andrea.schiavio@uni-graz.at.</nlm:affiliation><country xml:lang="fr">Royaume-Uni</country><wicri:regionArea>Department of Music, The University of Sheffield, Sheffield S3 7RD</wicri:regionArea><wicri:noRegion>Sheffield S3 7RD</wicri:noRegion></affiliation></author><author><name sortKey="Van Der Schyff, Dylan" sort="Van Der Schyff, Dylan" uniqKey="Van Der Schyff D" first="Dylan" last="Van Der Schyff">Dylan Van Der Schyff</name><affiliation wicri:level="1"><nlm:affiliation>Faculty of Music, Oxford University, Oxford OX1 1DB, UK. dylan.vanderschyff@music.ox.ac.uk.</nlm:affiliation><country xml:lang="fr">Royaume-Uni</country><wicri:regionArea>Faculty of Music, Oxford University, Oxford OX1 1DB</wicri:regionArea><wicri:noRegion>Oxford OX1 1DB</wicri:noRegion></affiliation></author></analytic><series><title level="j">Behavioral sciences (Basel, Switzerland)</title><idno type="ISSN">2076-328X</idno><imprint><date when="2018" type="published">2018</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Recent approaches in the cognitive and psychological sciences conceive of mind as an Embodied, Embedded, Extended, and Enactive (or 4E) phenomenon. While this has stimulated important discussions and debates across a vast array of disciplines, its principles, applications, and explanatory power have not yet been properly addressed in the domain of musical development. Accordingly, it remains unclear how the cognitive processes involved in the acquisition of musical skills might be understood through the lenses of this approach, and what this might offer for practical areas like music education. To begin filling this gap, the present contribution aims to explore central aspects of music pedagogy through the lenses of 4E cognitive science. By discussing cross-disciplinary research in music, pedagogy, psychology, and philosophy of mind, we will provide novel insights that may help inspire a richer understanding of what musical learning entails. In doing so, we will develop conceptual bridges between the notion of 'autopoiesis' (the property of continuous self-regeneration that characterizes living systems) and the emergent dynamics contributing to the flourishing of one's musical life. This will reveal important continuities between a number of new teaching approaches and principles of self-organization. In conclusion, we will briefly consider how these conceptual tools align with recent work in interactive cognition and collective music pedagogy, promoting the close collaboration of musicians, pedagogues, and cognitive scientists.</div></front></TEI><pubmed><MedlineCitation Status="PubMed-not-MEDLINE" Owner="NLM"><PMID Version="1">30096864</PMID><DateRevised><Year>2020</Year><Month>09</Month><Day>30</Day></DateRevised><Article PubModel="Electronic"><Journal><ISSN IssnType="Print">2076-328X</ISSN><JournalIssue CitedMedium="Print"><Volume>8</Volume><Issue>8</Issue><PubDate><Year>2018</Year><Month>Aug</Month><Day>09</Day></PubDate></JournalIssue><Title>Behavioral sciences (Basel, Switzerland)</Title><ISOAbbreviation>Behav Sci (Basel)</ISOAbbreviation></Journal><ArticleTitle>4E Music Pedagogy and the Principles of Self-Organization.</ArticleTitle><ELocationID EIdType="pii" ValidYN="Y">E72</ELocationID><ELocationID EIdType="doi" ValidYN="Y">10.3390/bs8080072</ELocationID><Abstract><AbstractText>Recent approaches in the cognitive and psychological sciences conceive of mind as an Embodied, Embedded, Extended, and Enactive (or 4E) phenomenon. While this has stimulated important discussions and debates across a vast array of disciplines, its principles, applications, and explanatory power have not yet been properly addressed in the domain of musical development. Accordingly, it remains unclear how the cognitive processes involved in the acquisition of musical skills might be understood through the lenses of this approach, and what this might offer for practical areas like music education. To begin filling this gap, the present contribution aims to explore central aspects of music pedagogy through the lenses of 4E cognitive science. By discussing cross-disciplinary research in music, pedagogy, psychology, and philosophy of mind, we will provide novel insights that may help inspire a richer understanding of what musical learning entails. In doing so, we will develop conceptual bridges between the notion of 'autopoiesis' (the property of continuous self-regeneration that characterizes living systems) and the emergent dynamics contributing to the flourishing of one's musical life. This will reveal important continuities between a number of new teaching approaches and principles of self-organization. In conclusion, we will briefly consider how these conceptual tools align with recent work in interactive cognition and collective music pedagogy, promoting the close collaboration of musicians, pedagogues, and cognitive scientists.</AbstractText></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Schiavio</LastName><ForeName>Andrea</ForeName><Initials>A</Initials><Identifier Source="ORCID">0000-0001-8109-9185</Identifier><AffiliationInfo><Affiliation>Centre for Systematic Musicology, University of Graz, 8010 Graz, Austria. andrea.schiavio@uni-graz.at.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>Department of Music, The University of Sheffield, Sheffield S3 7RD, UK. andrea.schiavio@uni-graz.at.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>van der Schyff</LastName><ForeName>Dylan</ForeName><Initials>D</Initials><AffiliationInfo><Affiliation>Faculty of Music, Oxford University, Oxford OX1 1DB, UK. dylan.vanderschyff@music.ox.ac.uk.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2018</Year><Month>08</Month><Day>09</Day></ArticleDate></Article><MedlineJournalInfo><Country>Switzerland</Country><MedlineTA>Behav Sci (Basel)</MedlineTA><NlmUniqueID>101576826</NlmUniqueID><ISSNLinking>2076-328X</ISSNLinking></MedlineJournalInfo><KeywordList Owner="NOTNLM"><Keyword MajorTopicYN="N">4E cognition</Keyword><Keyword MajorTopicYN="N">interaction theory</Keyword><Keyword MajorTopicYN="N">music pedagogy</Keyword><Keyword MajorTopicYN="N">music psychology</Keyword><Keyword MajorTopicYN="N">self-organization</Keyword></KeywordList></MedlineCitation><PubmedData><History><PubMedPubDate PubStatus="received"><Year>2018</Year><Month>07</Month><Day>13</Day></PubMedPubDate><PubMedPubDate PubStatus="revised"><Year>2018</Year><Month>07</Month><Day>31</Day></PubMedPubDate><PubMedPubDate PubStatus="accepted"><Year>2018</Year><Month>08</Month><Day>06</Day></PubMedPubDate><PubMedPubDate PubStatus="entrez"><Year>2018</Year><Month>8</Month><Day>12</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="pubmed"><Year>2018</Year><Month>8</Month><Day>12</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="medline"><Year>2018</Year><Month>8</Month><Day>12</Day><Hour>6</Hour><Minute>1</Minute></PubMedPubDate></History><PublicationStatus>epublish</PublicationStatus><ArticleIdList><ArticleId IdType="pubmed">30096864</ArticleId><ArticleId IdType="pii">bs8080072</ArticleId><ArticleId IdType="doi">10.3390/bs8080072</ArticleId><ArticleId IdType="pmc">PMC6115738</ArticleId></ArticleIdList><ReferenceList><Reference><Citation>Trends Cogn Sci. 2000 Mar;4(3):91-99</Citation><ArticleIdList><ArticleId IdType="pubmed">10689343</ArticleId></ArticleIdList></Reference><Reference><Citation>Front Psychol. 2015 Apr 20;6:313</Citation><ArticleIdList><ArticleId IdType="pubmed">25941499</ArticleId></ArticleIdList></Reference><Reference><Citation>Front Psychol. 2017 Sep 25;8:1585</Citation><ArticleIdList><ArticleId IdType="pubmed">28993745</ArticleId></ArticleIdList></Reference><Reference><Citation>Front Psychol. 2015 May 21;6:522</Citation><ArticleIdList><ArticleId IdType="pubmed">26052288</ArticleId></ArticleIdList></Reference><Reference><Citation>Front Neurol. 2015 Oct 19;6:217</Citation><ArticleIdList><ArticleId IdType="pubmed">26539155</ArticleId></ArticleIdList></Reference><Reference><Citation>Curr Mod Biol. 1974 May;5(4):187-96</Citation><ArticleIdList><ArticleId IdType="pubmed">4407425</ArticleId></ArticleIdList></Reference><Reference><Citation>Front Psychol. 2017 Jun 02;8:911</Citation><ArticleIdList><ArticleId IdType="pubmed">28626441</ArticleId></ArticleIdList></Reference><Reference><Citation>Front Neurosci. 2017 Sep 29;11:519</Citation><ArticleIdList><ArticleId IdType="pubmed">29033780</ArticleId></ArticleIdList></Reference><Reference><Citation>Front Psychol. 2017 Jun 19;8:988</Citation><ArticleIdList><ArticleId IdType="pubmed">28674510</ArticleId></ArticleIdList></Reference></ReferenceList></PubmedData></pubmed><affiliations><list><country><li>Autriche</li><li>Royaume-Uni</li></country></list><tree><country name="Autriche"><noRegion><name sortKey="Schiavio, Andrea" sort="Schiavio, Andrea" uniqKey="Schiavio A" first="Andrea" last="Schiavio">Andrea Schiavio</name></noRegion></country><country name="Royaume-Uni"><noRegion><name sortKey="Schiavio, Andrea" sort="Schiavio, Andrea" uniqKey="Schiavio A" first="Andrea" last="Schiavio">Andrea Schiavio</name></noRegion><name sortKey="Van Der Schyff, Dylan" sort="Van Der Schyff, Dylan" uniqKey="Van Der Schyff D" first="Dylan" last="Van Der Schyff">Dylan Van Der Schyff</name></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
EXPLOR_STEP=$WICRI_ROOT/Sante/explor/SanteMusiqueV1/Data/Main/Exploration
HfdSelect -h $EXPLOR_STEP/biblio.hfd -nk 000905 | SxmlIndent | more
Ou
HfdSelect -h $EXPLOR_AREA/Data/Main/Exploration/biblio.hfd -nk 000905 | SxmlIndent | more
Pour mettre un lien sur cette page dans le réseau Wicri
{{Explor lien
|wiki= Sante
|area= SanteMusiqueV1
|flux= Main
|étape= Exploration
|type= RBID
|clé= pubmed:30096864
|texte= 4E Music Pedagogy and the Principles of Self-Organization.
}}
Pour générer des pages wiki
HfdIndexSelect -h $EXPLOR_AREA/Data/Main/Exploration/RBID.i -Sk "pubmed:30096864" \
| HfdSelect -Kh $EXPLOR_AREA/Data/Main/Exploration/biblio.hfd \
| NlmPubMed2Wicri -a SanteMusiqueV1
| This area was generated with Dilib version V0.6.38. |  |