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dc.contributor.authorSlette, Aslaug Louise
dc.date.accessioned2018-01-03T14:48:42Z
dc.date.available2018-01-03T14:48:42Z
dc.date.issued2017
dc.identifier.citationI: Utdanningsforskning i musikk – didaktiske, sosiologiske og filosofiske perspektiver, s. 163-171nb_NO
dc.identifier.isbn978-82-7853-239-3 (pdf)
dc.identifier.issn2535-4515
dc.identifier.urihttp://hdl.handle.net/11250/2474440
dc.descriptionFestskrift til Geir Johansennb_NO
dc.description.abstractIn this article, I argue that there may be a dichotomy between the conception of a ‘separate aural training subject’ and the conception of a ‘complementary aural training subject’ in classical specialist higher music education. By ‘separate aural training subject’ I mean an independent – and perhaps isolated – educational subject, specifically addressing the development of aural skills and aural awareness. By ‘complementary aural training subject’ I mean an independent – but perhaps integrated – educational subject supporting musicianship. In such an understanding, the separate subject is meaningful in itself, and the complementary subject is meaningful beyond itself. This distinction may be understood as a dichotomy between ‘intrinsic value’ and ‘utility value’, and this dichotomy may be present within the same aural training subject.nb_NO
dc.language.isoengnb_NO
dc.publisherNorges musikkhøgskolenb_NO
dc.relation.ispartofseriesUtdanningsforskning i musikk – skriftserie fra CERM (Centre for Educational Research in Music);Vol. 1
dc.relation.ispartofseriesNMH-publikasjoner;2017:10
dc.subjectaural trainingnb_NO
dc.subjectintrinsic valuenb_NO
dc.subjectutility valuenb_NO
dc.titleA dear child has many names: an investigation of ‘aural training’ as a subject in specialist higher music educationnb_NO
dc.typeChapternb_NO
dc.typePeer reviewednb_NO
dc.subject.nsiVDP::Humaniora: 000::Musikkvitenskap: 110::Musikkpedagogikk: 114nb_NO
dc.source.pagenumberS. 163-171nb_NO


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