Background. The relationship between practice and research in early childhood music education has been one of the topics of the SIEM National Conference (Società Italiana per l’Educazione musicale, Italian section of ISME - Modena (I), 10th March 2007), aiming to delineate the state of art of the early childhood musical experiences in Italy (0-3 years). This paper present the training practitioner model as realised at University of Bologna, where a triennial degree for practitioner has been launched. The most of students who attend this degree are not musicians. Aims: the aim is to develop a professional curriculum in music education based on 3 different kinds of competencies: the basic competences, that is the musical competences; the professional competences, concerning music learning and teaching; the general teaching competences: socio-psycho-educational competences, relationships abilities, research tools. Method: The musical curriculum is realised as follows: 1st phase: one course of 30 hours, aiming to develop basic and professional competences, by means music listening, analysis of the children music development, video observation (adult/infant interaction, musical “conducts” in young children), analysis of the practitioner role and strategies for teaching and planning. 2nd phase: practical training in the nursery; this phase aims to develop professional competences and was realised in collaboration with the Town Council of Bologna. 3rd phase. Thesis, self-evaluation and reflection. A several meetings with experts in the field are also organized. Results: approximately 200 students for year have supported the music examination. 25 students realised the music education practice in the nursery and wrote thesis about this topic. Some problem occurred during the passage from the course to the practice training in the nurseries. A methodological grid was then elaborated to help the students to link theory and practice. The project realised in the nurseries and the thesis show that the students achieved competencies concerning children musical development and some basic tools to observe children musical conducts; they learn to interact with children in musical way (mirroring, modelling, scaffolding), to plan practice experiences and basic research protocols, to reflect on and assess the project and their work. We are now carrying out an empirical study based on the questionnaire in order to analyse the social representations of music held by both the students and the practitioners. Videos will be show to discuss the procedure and the results.
A.R. Addessi (2007). A Model of Training Practitioner in Early Childhood Music Education.. s.l : s.n.
A Model of Training Practitioner in Early Childhood Music Education.
ADDESSI, ANNA RITA
2007
Abstract
Background. The relationship between practice and research in early childhood music education has been one of the topics of the SIEM National Conference (Società Italiana per l’Educazione musicale, Italian section of ISME - Modena (I), 10th March 2007), aiming to delineate the state of art of the early childhood musical experiences in Italy (0-3 years). This paper present the training practitioner model as realised at University of Bologna, where a triennial degree for practitioner has been launched. The most of students who attend this degree are not musicians. Aims: the aim is to develop a professional curriculum in music education based on 3 different kinds of competencies: the basic competences, that is the musical competences; the professional competences, concerning music learning and teaching; the general teaching competences: socio-psycho-educational competences, relationships abilities, research tools. Method: The musical curriculum is realised as follows: 1st phase: one course of 30 hours, aiming to develop basic and professional competences, by means music listening, analysis of the children music development, video observation (adult/infant interaction, musical “conducts” in young children), analysis of the practitioner role and strategies for teaching and planning. 2nd phase: practical training in the nursery; this phase aims to develop professional competences and was realised in collaboration with the Town Council of Bologna. 3rd phase. Thesis, self-evaluation and reflection. A several meetings with experts in the field are also organized. Results: approximately 200 students for year have supported the music examination. 25 students realised the music education practice in the nursery and wrote thesis about this topic. Some problem occurred during the passage from the course to the practice training in the nurseries. A methodological grid was then elaborated to help the students to link theory and practice. The project realised in the nurseries and the thesis show that the students achieved competencies concerning children musical development and some basic tools to observe children musical conducts; they learn to interact with children in musical way (mirroring, modelling, scaffolding), to plan practice experiences and basic research protocols, to reflect on and assess the project and their work. We are now carrying out an empirical study based on the questionnaire in order to analyse the social representations of music held by both the students and the practitioners. Videos will be show to discuss the procedure and the results.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
