The Teachers’ Attitude and Its Impact on (Musical) Learning

DOI

10.2991/icade-18.2019.66How to use a DOI?

Keywords

early childhood; music teacher; teachers’ attitude; orff-Schulwerk

Abstract

How does a teacher teach? How is she/he handling music educational contents? Which goals are pursued by teaching persons? Answers to these questions often include the aspect of the teacher’s attitude. Why is it so important? Students always learn everything, not only factual musical knowledge or instrumental or vocal skills, but also connecting music with positive or negative emotions. They learn what kind of relevance music has for themselves. They learn to express internal states by music and, by the way, to control affects - or not. They learn how much joy it can bring to practice something (for example, an instrument) - or not. They will use “right or wrong” as terms for categorizing music - or not. The teacher’s actions, interventions and words as well as her/his attitude and beliefs determine what and how children/students learn. This article discusses educational processes in early childhood and the role of music teachers, by using the example of dealing with "Orff-Schulwerk".

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Download article (PDF)

TY  - CONF
AU  - Marno Schulze
PY  - 2019/02
DA  - 2019/02
TI  - The Teachers’ Attitude and Its Impact on (Musical) Learning
BT  - Proceedings of the International Conference on Arts and Design Education (ICADE 2018)
PB  - Atlantis Press
SP  - 287
EP  - 290
SN  - 2352-5398
UR  - https://doi.org/10.2991/icade-18.2019.66
DO  - 10.2991/icade-18.2019.66
ID  - Schulze2019/02
ER  -