Informal music learning, Improvisation and Music Education: A study of student teachers’ diaries

Submitted by iokyriaz on Tue, 12/08/2020 - 13:52
Responsible: 
Kanellopoulos Panagiotis A.
Funding: 
Western University, Canada
Start Date: 
01/2004
End Date: 
12/2009

A study of the effects of courses in free improvisation on student teachers’ perceptions in relation to themselves as musicians, music as a school subject and children as musicians, through collection and analysis of their reflective diaries and/or learning journals 

Publications: 

Wright, R. & Kanellopoulos, P. A. (2010). Informal music learning, improvisation and teacher education. British Journal of Music Education, 27(1), 71-87. 

Kanellopoulos, P. A. & Wright, R. (2012). Improvisation as an informal music learning process: Implications for teacher education. In L. Väkevä & S. Karlsen (Eds.), Future prospects for music education: Corroborating informal learning pedagogy (pp. 129-157). Cambridge: Cambridge Scholars Publishing. 

Paper presentations: 

Informal music learning, improvisation, and teacher education. (in collaboration with Ruth Wright). The Reflective Conservatoire - 2nd International Conference - Building Connections, Guildhall School of Music & Drama at the Guildhall School and Barbican Conference Centre, London (28-2 / 3-3 2009) 

The Educational Value of Improvised Performances: Subverting Performative Pedagogies (in collaboration with Ruth Wright). Paper presented at the Arts Education – to what end? Conference, New York University, (New York, 7-8/3/2008)