Trying to understand the complex interplay between effective learning and personal experience is one of the main challenges for instrumental music education. Much of the research that focuses on effective learning outcomes often adopts experimental methodologies that do not allow for a thorough examination of the subjective and social processes that accompany each student's musical journey; on the contrary, contributions dedicated to the detailed analysis of the learners' lived experience often do not offer generalizable outcomes to different types of learning and teaching.
The Research Topic aims to bring together examples of theoretical, practice-based, and experimental research, which illustrate how both approaches can be functionally integrated. This includes critical analyses of teaching and learning experiences, reports on the implementation of innovative educational methods, as well as manuscripts (Original Research, Hypothesis & Theory, Review, Perspective, Conceptual Analysis, and Opinion) that address the following preliminary questions in various ways:
• What reciprocal influences exert bodily activity and meaning making in the acquisition of musical skills?
• What are the underlying biological, emotional, social, and cultural mechanisms through which these musical skills are developed?
• How is effective learning perceived in (instrumental) music tuition?
• What kind of musical experiences are considered meaningful by students/learners and educators/teachers?
• What pedagogical implications and theoretical insights can emerge from empirical and experience-based perspectives?
Contributions following, for example, 4E cognition (Embodied, Embedded, Extended, Enactive), dynamical system theory, ecological psychology, and performance-oriented approaches to music education, are welcome in the perspective of bridging the gap between theoretical, practice-based, quantitative, and qualitative research. Work exploring how musical knowledge, talent, skill, expertise, and motivation can be understood both theoretically and empirically is especially encouraged. This may involve original studies on the potential of novel technologies in the promotion and evaluation of musical activity, conceptual reviews on key concepts in the field, experimental reports, phenomenological analyses, as well as contributions addressing behavioral variability across instrumental musical tuition and other pedagogical domains.
Trying to understand the complex interplay between effective learning and personal experience is one of the main challenges for instrumental music education. Much of the research that focuses on effective learning outcomes often adopts experimental methodologies that do not allow for a thorough examination of the subjective and social processes that accompany each student's musical journey; on the contrary, contributions dedicated to the detailed analysis of the learners' lived experience often do not offer generalizable outcomes to different types of learning and teaching.
The Research Topic aims to bring together examples of theoretical, practice-based, and experimental research, which illustrate how both approaches can be functionally integrated. This includes critical analyses of teaching and learning experiences, reports on the implementation of innovative educational methods, as well as manuscripts (Original Research, Hypothesis & Theory, Review, Perspective, Conceptual Analysis, and Opinion) that address the following preliminary questions in various ways:
• What reciprocal influences exert bodily activity and meaning making in the acquisition of musical skills?
• What are the underlying biological, emotional, social, and cultural mechanisms through which these musical skills are developed?
• How is effective learning perceived in (instrumental) music tuition?
• What kind of musical experiences are considered meaningful by students/learners and educators/teachers?
• What pedagogical implications and theoretical insights can emerge from empirical and experience-based perspectives?
Contributions following, for example, 4E cognition (Embodied, Embedded, Extended, Enactive), dynamical system theory, ecological psychology, and performance-oriented approaches to music education, are welcome in the perspective of bridging the gap between theoretical, practice-based, quantitative, and qualitative research. Work exploring how musical knowledge, talent, skill, expertise, and motivation can be understood both theoretically and empirically is especially encouraged. This may involve original studies on the potential of novel technologies in the promotion and evaluation of musical activity, conceptual reviews on key concepts in the field, experimental reports, phenomenological analyses, as well as contributions addressing behavioral variability across instrumental musical tuition and other pedagogical domains.
