PDF(Pubmed)
Abstract：
Since communication and expression are central aspects of music performance it is important to develop a systematic pedagogy of teaching children and teenagers expressiveness. Although research has been growing in this area a comprehensive literature review that unifies the different approaches to teaching young musicians expressiveness has been lacking. Therefore, the aim of this article is to provide an overview of literature related to teaching and learning of expressiveness from music psychology and music education research in order to build a new theoretical framework for teaching and learning expressive music performance in instrumental music lessons with children and teenagers. The article will start with a brief discussion of interpretation and expression in music performance, before providing an overview of studies that investigated teaching and learning of performance expression in instrumental music education with adults and children. On the foundation of this research a theoretical framework for dialogic teaching and learning of expressive music performance will be proposed and the rationale explained. Dialogic teaching can be useful for scaffolding young musicians\' learning of expressivity as open questions can stimulate thinking about the interpretation and may serve to connect musical ideas to the embodied experience of the learner. A \"toolkit\" for teaching and learning of expressiveness will be presented for practical application in music lessons. In addition, a theoretical model will be proposed to further our understanding of teaching and learning of expressive music performance as a multifaceted and interactive process that is embedded in the context of tutors\' and learners\' experiences and environment. Finally, implications of this framework and suggestions for future research will be discussed.
摘要：
由于交流和表达是音乐表演的核心方面，因此重要的是要开发一种系统的教学法来教授儿童和青少年的表现力。尽管在这一领域的研究一直在增长，但缺乏全面的文献综述，以统一不同的方法来教授年轻音乐家的表现力。因此,本文旨在对音乐心理学和音乐教育研究中与表现性教学相关的文献进行综述,为儿童和青少年器乐课表现性音乐表演教学构建一个新的理论框架。文章将从音乐表演中的诠释和表达入手,在提供对成人和儿童器乐教育中表演表达的教学和学习的研究概述之前。在本研究的基础上，将提出一种用于表达性音乐表演的对话教学和学习的理论框架，并解释其基本原理。对话教学对于支撑年轻音乐家的表现力学习很有用，因为开放的问题可以激发人们对解释的思考，并可能有助于将音乐思想与学习者的具体体验联系起来。将提供用于教学和学习表现力的“工具包”，以在音乐课中实际应用。此外,将提出一个理论模型，以进一步理解我们对表现性音乐表演的教学和学习是一个多方面的互动过程，嵌入在导师和学习者的经验和环境中。最后,将讨论这一框架的含义和对未来研究的建议。
