Titlebook: Contexts for Music Learning and Participation; Developing and Susta Andrea Creech,Maria Varvarigou,Susan Hallam Book 2020 The Editor(s) (if

Dorsal-Kyphosis

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马赛克

Valeria Silvestri,Vivian Mushi,Billy Ngasalaacilitation modes set out in Chap. .. We begin this chapter with a review of evidence concerned with the potential benefits of symmetrical peer-to-peer learning or asymmetrical peer-assisted learning. We consider theoretical frameworks for peer learning, including social interdependence theory and s

植物群

Rachel S. van Leeuwaarde,Reut Halperincted learning, framing this discussion with the six dimensions of learning proposed by Heron, as set out in Chap. . of this book. The intersection of self-directed learning and experiential learning is then discussed, focusing on the idea of contextualised meaning-making. We follow this with some ex

不可思议

Charles C. Vining,Xavier M. Keutgenchnology and social media to promote innovative approaches and to enable access to music learning among under-served groups. We begin this chapter with the idea of ‘disruptive technologies’ that provide a way to ‘do music’ differently in face-to-face contexts. We then turn to online communities that

IOTA

https://doi.org/10.1007/978-3-030-48262-6Learning frameworks; Informal learning in music education; Formal learning in music education; Non-form

ALERT

depreciate

FRAUD

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Rachel Sing-Kiat Ting,Justine Jian-Ai Thong serve school-aged children and young people. We consider the developmental potential of extra-curricular music learning and participation, interpreting this within the framework of positive and creative youth development.