Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).
1University of Teacher Education, State of Valais, Switzerland; 2Research Group Arts Education, Amsterdam University of the Arts, The Netherlands; 3Institute of Musicology and the Arts, University of Luxembourg, Luxembourg; 4IPEM & CESAMM, Ghent University, Belgium; 5University of Teacher Education, State of Vaud, Switzerland
Aim and implications for practice
The aim of the workshop is to engage participants in a hands-on experience based on Embodied Music Pedagogy (Bremmer & Nijs, 2024). At the end, participants will have experienced a series of embodied musical activities they can apply in their own educational context. In addition, the workshop provides participants with a theoretical understanding of Embodied Music Pedagogy and tools for reflection on embodied musical experiences.
Background
Movement is an integral part of music education. However, bodily approaches to music making mainly focus on rhythmic engagement with music. The theory of embodied music cognition/interaction provides new perspectives on embodied engagement with music and musical understanding. The main concepts are entrainment, prediction and alignment (Leman, 2016). Interestingly, these concepts have been mainly used in the domain of rhythmic engagement. Yet, we believe they can also be used to unlock melodic and harmonic understanding through the body. Furthermore, the concepts provide a useful conceptual framework for classroom dialogue in order to verbalize the lived experience of bodily engagement (Chatelain et al, 2019).
Content and methods
In this workshop, the theory of embodied music cognition, its key concepts of entrainment, alignment, and prediction will be presented, experienced, and discussed.
Participants will engage in a series of carefully selected and built-up musical activities, illustrating how those concepts can be applied to engage learners with rhythmic, melodic and harmonic elements in the music. Activities during the workshop will foresee sufficient space for discussion and reflection on the physical experience. Moreover, we will look at the way teachers can facilitate classroom dialogue to unlock the students voice in verbalizing their musical experience and understanding.
