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Embodiment in music education

Luc Nijs (UGent) and Melissa Bremmer
(2024) JOURNAL DE RECHERCHE EN ÉDUCATIONS ARTISTIQUES. p.13-26
Author
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Abstract
In this article, we give an overview of theoretical and empirical research that exemplifies how and why the body of the student and teacher plays a pivotal role in music learning and teaching processes. We will discuss the concepts of entrainment, alignment, and prediction, that have been developed within the theory of embodied music cognition, and their relation to music learning. Furthermore, we will discuss how physical modelling, gestures and touch are important embodied teaching strategies. The article concludes with some suggestion as to how these concepts and strategies can be put into the music educational practice.
Keywords
music education, embodied music cognition, embodied pedagogy, instrumental music education, general music education

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Citation

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MLA
Nijs, Luc, and Melissa Bremmer. “Embodiment in Music Education.” JOURNAL DE RECHERCHE EN ÉDUCATIONS ARTISTIQUES, no. 2, 2024, pp. 13–26, doi:10.26034/vd.jrea.2024.4717.
APA
Nijs, L., & Bremmer, M. (2024). Embodiment in music education. JOURNAL DE RECHERCHE EN ÉDUCATIONS ARTISTIQUES, (2), 13–26. https://doi.org/10.26034/vd.jrea.2024.4717
Chicago author-date
Nijs, Luc, and Melissa Bremmer. 2024. “Embodiment in Music Education.” JOURNAL DE RECHERCHE EN ÉDUCATIONS ARTISTIQUES, no. 2: 13–26. https://doi.org/10.26034/vd.jrea.2024.4717.
Chicago author-date (all authors)
Nijs, Luc, and Melissa Bremmer. 2024. “Embodiment in Music Education.” JOURNAL DE RECHERCHE EN ÉDUCATIONS ARTISTIQUES (2): 13–26. doi:10.26034/vd.jrea.2024.4717.
Vancouver
1.
Nijs L, Bremmer M. Embodiment in music education. JOURNAL DE RECHERCHE EN ÉDUCATIONS ARTISTIQUES. 2024;(2):13–26.
IEEE
[1]
L. Nijs and M. Bremmer, “Embodiment in music education,” JOURNAL DE RECHERCHE EN ÉDUCATIONS ARTISTIQUES, no. 2, pp. 13–26, 2024.
@article{01HT2SPG0KGMN5G3AP7CMV60G8,
  abstract     = {{In this article, we give an overview of theoretical and empirical research that exemplifies how and why the body of the student and teacher plays a pivotal role in music learning and teaching processes. We will discuss the concepts of entrainment, alignment, and prediction, that have been developed within the theory of embodied music cognition, and their relation to music learning. Furthermore, we will discuss how physical modelling, gestures and touch are important embodied teaching strategies. The article concludes with some suggestion as to how these concepts and strategies can be put into the music educational practice.}},
  author       = {{Nijs, Luc and Bremmer, Melissa}},
  issn         = {{2813-5253}},
  journal      = {{JOURNAL DE RECHERCHE EN ÉDUCATIONS ARTISTIQUES}},
  keywords     = {{music education,embodied music cognition,embodied pedagogy,instrumental music education,general music education}},
  language     = {{eng}},
  number       = {{2}},
  pages        = {{13--26}},
  title        = {{Embodiment in music education}},
  url          = {{http://doi.org/10.26034/vd.jrea.2024.4717}},
  year         = {{2024}},
}
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