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This field of research has implications for both music education and performance, and it is through this lens that Alves and Nogueira (this issue) offer a focused account of how expert teachers in music performance pedagogy have used the imaginative leap toward analogy-making to act as a bridge between mind and body for their students.
Sep 19, 2018 · Metaphors are an important linguistic device that can enable music teachers to explain expressive performance features in a way that makes sense to their students. This study extends the limited literature on the application of metaphors within advanced music instruction, providing new insights into the nature and function of metaphor in the way that music is perceived, performed and taught.
- Jocelyn Wolfe
- 2019
Feb 23, 2024 · According to Swedish law, all education should be based on proven experience and research, but finding relevant and accessible research can be a challenge for music teachers. This paper reports a meta-synthesis of qualitative research on how teachers can support students’ learning in music, aiming at inspiring music teachers to hone their craft.
While it is clear that metaphor is used extensively in music education, little research to date has examined how metaphor is applied in music instruction at advanced levels. In such levels, extramusical referents explain not just the structure of music, but the expressive performance features used to make one interpretation more meaningful to listeners than another.
Mar 24, 2021 · “The metaphor helps the student attain an emergent multidimensional grasp of the music. . . .The metaphor creates an affective state within which the performer can attempt to match the model” (Davidson & Scripp, 1989, p. 95). Obviously, using metaphors in music lessons is a task in itself as metaphors are culturally and linguistically specific.
- Simon Schaerlaeken, Donald Glowinski, Didier Grandjean
- 2021
Jun 11, 2017 · Metaphors can be very effective in both creating visual (concrete) images about abstract things, as well as broadening one’s perception of a particular concept or object. Sometimes a powerful metaphor can be the exact thing that fuels those “aha!” moments we all cherish (teacher and student, alike). Yet, in learning and teaching music ...
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Hildegard C. Froehlich is a Professor of Music Education at the University of North Texas. She is coauthor of Research in Music Education: An Introduction to Systematic In-quiry, has published recent articles in Internatonal Music Education and the Music Educators Journal, and has contributed essays to What Works: Instructional Strategies for
