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Bartel, Lee R. >

Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/24437

Title: From Dilemmas to Experience: Shaping the Conditions of Learning
Authors: Bartel, Lee
Cameron, Linda
Issue Date: 2004
Publisher: Canadian Music Educators Association
Citation: Bartel, Lee and Cameron, Linda. (2004). From Dilemmas to Experience: Shaping the Conditions of Learning. In Bartel, L (Ed). Questioning the Music Education Paradigm. Volume II of the Series “Research to Practice: A Biennial Series.” Toronto: Canadian Music Educators Association.
Abstract: Music is a demanding art. Learning, from the first attempts to elite performance levels, is fraught with musical, pedagogical, and motivational dilemmas and the needs of the person are often neglected. How can these needs be addressed while pursuing the ideals of the art? We propose the key is the protection and nurturing of the individual’s engagement with the art. We propose that the choices teachers make related to the dilemmas set the conditions of learning and determine levels of engagement: choosing predominantly one way leads to engagement and an experience that will probably be a positive, enjoyable, motivating, and rewarding one that is likely to lead to a life-time of music participation. Choosing predominantly the other way may lead to disengagement and a music learning experience that, for the average student, will probably be a negative, de-motivating, psychologically damaging one, and in most cases lead to a cessation of music-making.
URI: http://hdl.handle.net/1807/24437
Appears in Collections:Bartel, Lee R.

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