Concepts, Models and Methods in Vocal Pedagogy with Children

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dc.cclicenceN/Aen
dc.contributor.authorWolf, Motje
dc.date.acceptance2019
dc.date.accessioned2021-09-24T09:00:00Z
dc.date.available2021-09-24T09:00:00Z
dc.date.issued2019
dc.description.abstracthis chapter will deal with the knowledge of children’s voice training in the school context. Different types and models of knowledge domains and teaching concepts will be discussed. Three models will be used in order to analyse the types of knowledge that vocal pedagogy with children implies. Models are “a way to express systematic thinking and understanding in science, arts, and education” (Lock, 2017, p. 28, emphasis in original). While there are problems with modelling as they only depict parts of the whole and inevitably will contain blind spots, there are also advantages. It allows us to gain an overview of the investigated phenomenon. This way, it will be possible to engage in systematic discussions. In the case of this chapter, the different levels of knowledge that are required for singing with children.en
dc.funderNo external funderen
dc.identifier.citationWolf, M. (2019) Concepts, Models and Methods in Vocal Pedagogy with Children, in: van der Sandt, J. (Eds) (2019) Singing With Children International Perspectives. Series Ars Musicalis. Lucca, Italy: LIM, p.51-66.en
dc.identifier.isbn9788870969856
dc.identifier.urihttps://dora.dmu.ac.uk/handle/2086/21272
dc.language.isoenen
dc.peerreviewedYesen
dc.researchinstituteMary Seacole Research Centreen
dc.subjectsingingen
dc.subjectchildrenen
dc.subjectvocal pedagogyen
dc.titleConcepts, Models and Methods in Vocal Pedagogy with Childrenen
dc.typeBook chapteren

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