![]() Finally, implications of this framework and suggestions for future research will be discussed. In addition, a theoretical model will be proposed to further our understanding of teaching and learning of expressive music performance as a multifaceted and interactive process that is embedded in the context of tutors’ and learners’ experiences and environment. A “toolkit” for teaching and learning of expressiveness will be presented for practical application in music lessons. Dialogic teaching can be useful for scaffolding young musicians’ learning of expressivity as open questions can stimulate thinking about the interpretation and may serve to connect musical ideas to the embodied experience of the learner. On the foundation of this research a theoretical framework for dialogic teaching and learning of expressive music performance will be proposed and the rationale explained. The article will start with a brief discussion of interpretation and expression in music performance, before providing an overview of studies that investigated teaching and learning of performance expression in instrumental music education with adults and children. Therefore, the aim of this article is to provide an overview of literature related to teaching and learning of expressiveness from music psychology and music education research in order to build a new theoretical framework for teaching and learning expressive music performance in instrumental music lessons with children and teenagers. ![]() ![]() Although research has been growing in this area a comprehensive literature review that unifies the different approaches to teaching young musicians expressiveness has been lacking. Since communication and expression are central aspects of music performance it is important to develop a systematic pedagogy of teaching children and teenagers expressiveness. Department of Music, The University of Sheffield, Sheffield, United Kingdom.Her improvisatory style has led her to experience unique solo and chamber opportunities including her performance in one of Denver’s TEDx 2019 events. She has been invited to perform with orchestras across the front range and performs in smaller ensembles whose styles range from classical to modern American improvised music. Jasmine was announced the 2015 winner of the MSU Denver concerto competition and in 2017 she was awarded the William Morse Endowed scholarship for her excellence in performance and leadership. Her time was also spent as the Senior Music Theory tutor for MSU. In her time at the University, Jasmine held the principal bassoon position in the MSU Denver Symphony Orchestra and earned her current position as a member of the Colorado Wind Ensemble. As an All-state vocalist and Bassoonist, Jasmine chose to attend MSU Denver to expand her unique sound and soon became inspired by Denver’s modern artistry. With support from her musical family, she began at a young age studying trumpet and voice, and soon found a passion for Bassoon. ![]() Jasmine Sandusky graduated from the Metropolitan State University of Denver with a Bachelor of Music degree in Bassoon Performance and a Bachelor of Arts degree in Music Theory.
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