‘We hear with our eyes!’ Unlocking tacit knowledge about multisensory music performing

IF 1.3 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Music Education Pub Date : 2024-07-27 DOI:10.1177/02557614241264900

Helen F Mitchell, Diana Blom, Peter Long

引用次数: 0

Abstract

Music performance is now recognised as a multisensory experience where both sound and sight contribute to its transmission and reception. The challenge for music education is to disseminate recent performance science research findings in this area into the curriculum using engaging and meaningful strategies. Practice without access to key research does not adequately prepare future music professionals as critical thinkers about, and evaluators of, music performance production and reception by themselves and by others. This study reports on a multisensory experiential learning workshop which aimed to equip university music students with knowledge and skills to capitalise on their inherent perceptual capacities. In doing so, students’ responses demonstrated an understanding of how to unlock tacit knowledge about performing and appropriate music perception skillsets which can be drawn into their own performing.

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我们用眼睛听开启多感官音乐表演的隐性知识

现在，音乐表演被认为是一种多感官体验，声音和视觉都有助于其传播和接收。音乐教育所面临的挑战是如何利用有吸引力和有意义的策略，在课程中传播该领域最新的表演科学研究成果。在没有接触到关键研究成果的情况下进行实践，并不能充分培养未来的音乐专业人员，使其成为对自己和他人的音乐表演制作和接受进行批判性思考和评估的人。本研究报告介绍了一个多感官体验式学习研讨会的情况，该研讨会旨在让大学音乐专业学生掌握知识和技能，以利用其固有的感知能力。在此过程中，学生们的反应表明，他们了解了如何在自己的表演中发掘有关表演的隐性知识和适当的音乐感知技能。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Music Education Multiple-

CiteScore

3.20

自引率

11.10%

发文量

期刊介绍： The International Journal of Music Education (IJME) is a peer-reviewed journal published by the International Society for Music Education (ISME) four times a year. Manuscripts published are scholarly works, representing empirical research in a variety of modalities. They enhance knowledge regarding the teaching and learning of music with a special interest toward an international constituency. Manuscripts report results of quantitative or qualitative research studies, summarize bodies or research, present theories, models, or philosophical positions, etc. Papers show relevance to advancing the practice of music teaching and learning at all age levels with issues of direct concern to the classroom or studio, in school and out, private and group instruction. All manuscripts should contain evidence of a scholarly approach and be situated within the current literature. Implications for learning and teaching of music should be clearly stated, relevant, contemporary, and of interest to an international readership.