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Theoretical Framework for Facilitating Young Musicians' Learning of Expressive Performance.
1Department of Music, The University of Sheffield, Sheffield, United Kingdom.
Frontiers in Psychology
|January 28, 2021
Summary
This study introduces a new framework for teaching musical expressiveness to young instrumentalists. It offers practical tools and a theoretical model to enhance music education and performance.
Area of Science:
- Music Education
- Music Psychology
- Performance Science
Background:
- Expressiveness is crucial in music performance.
- A unified approach to teaching musical expressiveness is lacking.
- Existing research spans music psychology and education.
Purpose of the Study:
- To review literature on teaching and learning musical expressiveness.
- To develop a theoretical framework for expressive music performance in children and teenagers.
- To propose practical tools and a model for music pedagogy.
Main Methods:
- Literature review of music psychology and education research.
- Analysis of studies on teaching performance expression.
- Development of a theoretical framework for dialogic teaching.
Main Results:
- A theoretical framework for dialogic teaching and learning of expressive music performance is proposed.
- A practical toolkit for teaching expressiveness is presented.
- A theoretical model for understanding expressive performance as an interactive process is offered.
Conclusions:
- Dialogic teaching can scaffold young musicians' learning of expressivity.
- The proposed framework and model enhance understanding of expressive music performance.
- Implications for music education practice and future research are discussed.
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