Vignette d'image

Giglio, Marcelo

Nom
Giglio, Marcelo
Affiliation principale
Site web
Fonction
Ancien.ne collaborateur.trice
Identifiants
https://libra.unine.ch/handle/123456789/744

Résultat de la recherche

Filtres

2
2
11
Réinitialiser les filtres

Paramètres

Voici les éléments 1 - 2 sur 2
  • Publication
    Métadonnées seulement
    Five dimensions to study teacher education change for improving musical creative learning
    (2014-4-3)
    Giglio, Marcelo 
    Today, creative pedagogical practices in Music Teacher Education need an intense dialogue between the worlds of practice and practice research in order to respond to constantly evolving educational, artistic and cultural needs. How can we develop favourable conditions to improve the creative learning of music? What are the dimensions that should be considered to improve creative and innovative teaching practices within the context of Teacher Education? In this reflection, I explore five dimensions of changing practices in teaching aimed at improving and developing creative music education. First, I will discuss creativity as the purpose of the change as educational reform (curriculum) or as pedagogical innovation. I will consider teachers’ reactions to change as a prediction of acts or representations of actors and their action in the process of change (acts, roles and skills). I will examine the interaction or relationship between individuals and partnerships for training and developing professionals. And finally, I will discuss the forms of contribution to change (teacher adaptation or adjustment activities or practices for educational purposes.
  • Publication
    Métadonnées seulement
    Creating a “Space” for Class Discussion about Collaborative Creativity: the Point of View of Teachers
    (: ISME, 2012-7-8)
    Giglio, Marcelo 
    How can teachers develop a discussion with their class about what has been created beforehand so that the pupils can learn how to compose music? In this study, we are interested in identifying certain actions of teachers for developing a reflective discussion with the whole class on a creative activity carried out by their pupils. First, we observed video recordings of four teachers with pupils ages 11 to 13 during two classes. Secondly, we conducted interviews with each teacher on selected excerpts that included interaction between teacher and pupils. Our analyses show that teachers find it difficult to teach the skills at the right time. To encourage pupil reflection, the teachers declared that they found it difficult to allow the pupils to discuss about their collaborative creativity amongst themselves, to let them speak freely and to intervene without obstructing reflection. To do so, it was necessary to give them certain tools, such as formulating open questions or facilitating the pupils' discussion by using certain conjunctions or repeating certain words or the ends of the pupils' sentences. This study helps us to improve the way that teachers can support collaborative and reflective creativity at school.