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

11
2
2
11
Réinitialiser les filtres

Paramètres

Voici les éléments 1 - 2 sur 2
  • Publication
    Métadonnées seulement
    Becoming performers : creating participatory spaces collaboratively
    (New York: Routledge (ISBN 978-0-415-65606-1), 2013)
    Burnard, Pamela
    ;
    Okuno, Emily
    ;
    Boyack, Jenny
    ;
    Howell, Gillian
    ;
    Blair, Deborah
    ;
    Giglio, Marcelo 
    ;
    Burnard, Pamela
    ;
    Murphy, Regina
    Offering a brand new approach to teaching music in the primary classroom, Teaching Music Creatively provides training and qualified teachers with a comprehensive understanding of how to effectively deliver a creative music curriculum. Exploring research-informed teaching ideas, diverse practices and approaches to music teaching, the authors offer well-tested strategies for developing children’s musical creativity, knowledge, skills and understanding. With ground-breaking contributions from international experts in the field, this book presents a unique set of perspectives on music teaching. Key topics covered include: - Creative teaching, and what it means to teach creatively; - Composition, listening and notation; - Spontaneous music-making; - Group music and performance; - The use of multimedia; - Integration of music into the wider curriculum; - Musical play; - Cultural diversity; -Assessment and planning. Packed with practical, innovative ideas for teaching music in a lively and creative way, together with the theory and background necessary to develop a comprehensive understanding of creative teaching methods, Teaching Music Creatively is an invaluable resource for undergraduate and postgraduate students in initial teacher training, practising teachers, and undergraduate students of music and education.
  • Publication
    Métadonnées seulement
    A teaching sequence granting space to the students’collaborative creation in the music classroom: some observations
    (2010-8)
    Giglio, Marcelo 
    ;
    Perret-Clermont, Anne-Nelly 
    Classical traditions of research have generally been centered on the individual processes of musical composition. Our aim is to look at collective processes in order to understand how to provide space for creativity in music education in school. Activity theory, socio-cognitive research on learning, new curricula, analyses of student-teacher interaction and recent studies on collaborative creativity inform our research questions about the spare space usually allocated for students' collaborative creation in the music lesson. We proceed by designing teaching sequences that invite pupils aged 11-13 to work together and compose a piece of music. We observe what happens via video and we make a descriptive analysis of the data: how pupils distribute the tasks amongst themselves; how agreements and disagreements arise when children compose together and write it down. Usually conflicts are solved implicitly or explicitly via the chidren's engagement in efforts to manage the composition together. They make comments that are sometimes relevant and sometimes not. This study helps to understand some of the cognitive moves and social interactions that happen in such an activity. It will give us a basis for reconsidering the importance of the teacher's role in creating and supporting this type of creative interaction in the classroom.