Music education in context: the construction of the teacher's identity within cross-disciplinary collaboration in the arts
Autor(a) principal: | |
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Data de Publicação: | 2004 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.22/3302 |
Resumo: | This study was part of a research project that examined innovative practices in a primary school with an integrated arts curriculum. While the school started an expansion of its curriculum, a music teacher was hired to become part of the arts learning area. Her commitment to the overall project determines that she works in collaboration with the other arts teachers, namely, Visual Arts and Drama. Baring in mind a theoretical background that traces the lines of a liberating, autonomy promoting, and collaborative education, the development of the identity process of the music teacher was analyzed through her diary, fi eld notes, and other observational data, gathered by the research team. Findings indicate that, while signifi cant gains were brought about by crossdisciplinary collaboration, some problems remain to solve, concerning the role of specifi c musical skills development. The implications for music education research are suggested, with reference to the relationship between music skills development and integrated art projects. |
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Music education in context: the construction of the teacher's identity within cross-disciplinary collaboration in the artsEducação musicalThis study was part of a research project that examined innovative practices in a primary school with an integrated arts curriculum. While the school started an expansion of its curriculum, a music teacher was hired to become part of the arts learning area. Her commitment to the overall project determines that she works in collaboration with the other arts teachers, namely, Visual Arts and Drama. Baring in mind a theoretical background that traces the lines of a liberating, autonomy promoting, and collaborative education, the development of the identity process of the music teacher was analyzed through her diary, fi eld notes, and other observational data, gathered by the research team. Findings indicate that, while signifi cant gains were brought about by crossdisciplinary collaboration, some problems remain to solve, concerning the role of specifi c musical skills development. The implications for music education research are suggested, with reference to the relationship between music skills development and integrated art projects.Repositório Científico do Instituto Politécnico do PortoMota, MariaCosta, Jorge AlexandreLeite, A.2014-01-13T13:51:20Z20042014-01-03T18:45:37Z2004-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.22/3302engMota, G.; Costa, J.A.; Leite, A.Music education in context: The construction of the teacher's identity within cross-disciplinary collaboration in the arts, Bulletin of the Council for Research in Music Education, 161-162, 181-188, 2004.info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-03-13T12:42:59Zoai:recipp.ipp.pt:10400.22/3302Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T17:24:12.807845Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Music education in context: the construction of the teacher's identity within cross-disciplinary collaboration in the arts |
title |
Music education in context: the construction of the teacher's identity within cross-disciplinary collaboration in the arts |
spellingShingle |
Music education in context: the construction of the teacher's identity within cross-disciplinary collaboration in the arts Mota, Maria Educação musical |
title_short |
Music education in context: the construction of the teacher's identity within cross-disciplinary collaboration in the arts |
title_full |
Music education in context: the construction of the teacher's identity within cross-disciplinary collaboration in the arts |
title_fullStr |
Music education in context: the construction of the teacher's identity within cross-disciplinary collaboration in the arts |
title_full_unstemmed |
Music education in context: the construction of the teacher's identity within cross-disciplinary collaboration in the arts |
title_sort |
Music education in context: the construction of the teacher's identity within cross-disciplinary collaboration in the arts |
author |
Mota, Maria |
author_facet |
Mota, Maria Costa, Jorge Alexandre Leite, A. |
author_role |
author |
author2 |
Costa, Jorge Alexandre Leite, A. |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
Repositório Científico do Instituto Politécnico do Porto |
dc.contributor.author.fl_str_mv |
Mota, Maria Costa, Jorge Alexandre Leite, A. |
dc.subject.por.fl_str_mv |
Educação musical |
topic |
Educação musical |
description |
This study was part of a research project that examined innovative practices in a primary school with an integrated arts curriculum. While the school started an expansion of its curriculum, a music teacher was hired to become part of the arts learning area. Her commitment to the overall project determines that she works in collaboration with the other arts teachers, namely, Visual Arts and Drama. Baring in mind a theoretical background that traces the lines of a liberating, autonomy promoting, and collaborative education, the development of the identity process of the music teacher was analyzed through her diary, fi eld notes, and other observational data, gathered by the research team. Findings indicate that, while signifi cant gains were brought about by crossdisciplinary collaboration, some problems remain to solve, concerning the role of specifi c musical skills development. The implications for music education research are suggested, with reference to the relationship between music skills development and integrated art projects. |
publishDate |
2004 |
dc.date.none.fl_str_mv |
2004 2004-01-01T00:00:00Z 2014-01-13T13:51:20Z 2014-01-03T18:45:37Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.22/3302 |
url |
http://hdl.handle.net/10400.22/3302 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Mota, G.; Costa, J.A.; Leite, A.Music education in context: The construction of the teacher's identity within cross-disciplinary collaboration in the arts, Bulletin of the Council for Research in Music Education, 161-162, 181-188, 2004. |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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