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  • 1.
    Mateos-Moreno, Daniel
    University of Malaga, Spain.
    Is it possible to teach music composition today?: A search for the challenges of teaching music composition to student composers in a tertiary context2011Inngår i: Music Education Research, ISSN 1461-3808, E-ISSN 1469-9893, Vol. 13, nr 4, s. 407-429Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Our aim is to identify the challenges of teaching music composition to today’s students of composition at a tertiary or professional level. We undertake this by two different approaches: on one level, by establishing a context through reviewing literature on the teaching practices of three renowned teachers from the twentieth century; on a second level, by considering current practice in the UK through a qualitative case study of six distinguished composers involved in the professional and academic world: George Benjamin, Robert Saxton, Michael Finnissy, Judith Weir, Michael Zev Gordon and Nicola LeFanu. Together these two complementary approaches will provide our first look at an insufficiently researched area. Â

  • 2.
    Mateos-Moreno, Daniel
    et al.
    University of Malaga, Spain.
    Alcaraz-Iborra, Mario
    Conservatorio Elemental Mus San Fernando, Dept Guitar, Cadiz, Spain.
    Grounded Theory as a methodology to design teaching strategies for historically informed musical performance2013Inngår i: Music Education Research, ISSN 1461-3808, E-ISSN 1469-9893, Vol. 15, nr 2, s. 231-248Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Our work highlights the necessity of revising the materials employed in instrumental education, which are systematically based on a progressive development of technical abilities and, though only transversely, without a structured sequence of contents, on issues referring to the interpretation of different periods and styles. In order to elaborate teaching resources systematising the stylistic contents in instrumental education, we propose and justify the use of a research methodology from the social sciences: Grounded Theory. In conjunction, we present a guided demonstration on how to put into practice this methodological system to analyse musical performance based on the concept of Historical Performance of Music and we create related pedagogical resources. © 2013 Copyright Taylor and Francis Group, LLC.

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