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dc.contributor.authorKoivisto, Taru-Anneli
dc.contributor.authorKivijärvi, Sanna
dc.date.accessioned2020-04-17T09:39:28Z
dc.date.available2020-04-17T09:39:28Z
dc.date.issued2020
dc.identifier.urihttps://hdl.handle.net/11250/2651482
dc.descriptionThis chapter will be published in 2020 in L. O. Bonde & K. Johansson (Eds.) Music in paediatric hospitals – Nordic perspectives, pp. 27-46. Oslo: Norwegian Academy of Music.en_US
dc.description.abstractAbstract. - This article aims to contribute to the current theoretical and practical understanding of music educators’ pedagogical tact through a theoretical lens of embodiment within a children’s hospital. Embodied pedagogical tact as a form of practitioner knowledge can effectively serve as a means for music educators, working along healthcare professionals, in the interdisciplinary field of healthcare. The article argues that intertwining pedagogical tact with an epistemological view that relies on the mind-body connection, enables music educators to operate in complex educational situations in paediatric wards. It is concluded that bodily reflections may serve as key competencies beyond musical skills for the educator in navigating through emotional arousal, while supporting the well-being of children and their families in a tactful, sensitive manner. Keywords: embodiment, healthcare, music education, paediatric ward, pedagogical tacten_US
dc.language.isoengen_US
dc.subjectembodimenten_US
dc.subjecthealthcareen_US
dc.subjectmusic educationen_US
dc.subjectpaediatric warden_US
dc.subjectpedagogical tacten_US
dc.titlePedagogical tact in music education in the paediatric ward: the potential of embodiment for music educators’ pedagogical interactionen_US
dc.typeChapteren_US
dc.typePeer revieweden_US
dc.description.versionacceptedVersionen_US
dc.subject.nsiVDP::Humaniora: 000::Musikkvitenskap: 110::Musikkpedagogikk: 114en_US
dc.source.pagenumber20 s.en_US


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