Orientation to Musical Pedagogy: Becoming a Musician-Educator
Orientation to Musical Pedagogy: Becoming a Musician-Educator
Novice music teachers and music education students struggle to form an identity that synthesizes 'musician' with 'music teacher, ' and to separate themselves from their prior experiences to think critically about music-making and music instruction. Throughout this text, readers are encouraged
to both reject and reflect upon their prior experience and are provided with new frameworks of understanding about both music-making and music instruction, as they form a new personal philosophy of musicianship and pedagogy. Ultimately, the purpose of this text is to provide foundational knowledge
for subsequent learning as students become both musician and music pedagogue.
Novice music teachers and music education students struggle to form an identity that synthesizes 'musician' with 'music teacher, ' and to separate themselves from their prior experiences to think critically about music-making and music instruction. Throughout this text, readers are encouraged to both reject and reflect upon their prior experience and are provided with new frameworks of understanding about both music-making and music instruction, as they form a new personal philosophy of musicianship and pedagogy. Ultimately, the purpose of this text is to provide foundational knowledge for subsequent learning as students become both musician and music pedagogue.
to both reject and reflect upon their prior experience and are provided with new frameworks of understanding about both music-making and music instruction, as they form a new personal philosophy of musicianship and pedagogy. Ultimately, the purpose of this text is to provide foundational knowledge
for subsequent learning as students become both musician and music pedagogue.
Novice music teachers and music education students struggle to form an identity that synthesizes 'musician' with 'music teacher, ' and to separate themselves from their prior experiences to think critically about music-making and music instruction. Throughout this text, readers are encouraged to both reject and reflect upon their prior experience and are provided with new frameworks of understanding about both music-making and music instruction, as they form a new personal philosophy of musicianship and pedagogy. Ultimately, the purpose of this text is to provide foundational knowledge for subsequent learning as students become both musician and music pedagogue.
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Novice music teachers and music education students struggle to form an identity that synthesizes 'musician' with 'music teacher, ' and to separate themselves from their prior experiences to think critically about music-making and music instruction. Throughout this text, readers are encouraged
to both reject and reflect upon their prior experience and are provided with new frameworks of understanding about both music-making and music instruction, as they form a new personal philosophy of musicianship and pedagogy. Ultimately, the purpose of this text is to provide foundational knowledge
for subsequent learning as students become both musician and music pedagogue.
Novice music teachers and music education students struggle to form an identity that synthesizes 'musician' with 'music teacher, ' and to separate themselves from their prior experiences to think critically about music-making and music instruction. Throughout this text, readers are encouraged to both reject and reflect upon their prior experience and are provided with new frameworks of understanding about both music-making and music instruction, as they form a new personal philosophy of musicianship and pedagogy. Ultimately, the purpose of this text is to provide foundational knowledge for subsequent learning as students become both musician and music pedagogue.
to both reject and reflect upon their prior experience and are provided with new frameworks of understanding about both music-making and music instruction, as they form a new personal philosophy of musicianship and pedagogy. Ultimately, the purpose of this text is to provide foundational knowledge
for subsequent learning as students become both musician and music pedagogue.
Novice music teachers and music education students struggle to form an identity that synthesizes 'musician' with 'music teacher, ' and to separate themselves from their prior experiences to think critically about music-making and music instruction. Throughout this text, readers are encouraged to both reject and reflect upon their prior experience and are provided with new frameworks of understanding about both music-making and music instruction, as they form a new personal philosophy of musicianship and pedagogy. Ultimately, the purpose of this text is to provide foundational knowledge for subsequent learning as students become both musician and music pedagogue.
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