Bonastre, C., Muñoz, E. and Timmers, R. (2017) Conceptions about teaching and learning of expressivity in music among Higher Education teachers and students. British Journal of Music Education, 34 (3). pp. 277-290. ISSN 0265-0517
Abstract
This work aimed to analyse factors related to conceptions and beliefs about expressivity in music among students and teachers. A questionnaire with 11 Likert-type items was developed covering the main factors included in the literature of teaching-learning of expressivity and emotion in music. Through exploratory factor analysis three factors were identified: expressive technique (ET), emotional expression (EE), and self-learning of expressivity (SLE). Comparisons between teachers and students showed that teachers had significant higher scores in EE with no differences in ET or SLE, although the effect size for SLE was high. The three factors are proposed as a tool for the assessment of conceptions of expressivity and its learning in both teachers and advanced students of music for teaching and research objectives.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © Cambridge University Press 2017. This is an author produced version of a paper subsequently published in British Journal of Music Education. Article available under the terms of the CC-BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0/). |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Arts and Humanities (Sheffield) > Department of Music (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 20 Jul 2017 14:02 |
Last Modified: | 20 Jul 2023 13:19 |
Status: | Published |
Publisher: | Cambridge University Press |
Refereed: | Yes |
Identification Number: | 10.1017/S0265051716000462 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:119228 |