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Conceptions about teaching and learning of expressivity in music among Higher Education teachers and students

Published online by Cambridge University Press:  07 April 2017

Carolina Bonastre ,
Enrique Muñoz  and
Renee Timmers
Carolina Bonastre
Affiliation:
Department of Didactics and Theory of Education, Universidad Autónoma de Madrid, Department of Music, Campus Universitario de Cantoblanco, 28049 Madrid, Spaincarolbonastre@gmail.com
Enrique Muñoz
Affiliation:
Department of Music, Universidad Autónoma de Madrid, Department of Music, Campus Universitario de Cantoblanco, 28049 Madrid, SpainEnrique.munoz@uam.es
Renee Timmers
Affiliation:
Department of Music, The University of Sheffield, 34 Leavygreave Road, Sheffield, S3 7RD, UKr.timmers@sheffield.ac.uk
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Abstract

This work aimed to analyse factors related to conceptions and beliefs about expressivity in music among students and teachers. A questionnaire with 11 Likert-type items was developed covering the main factors included in the literature of teaching-learning of expressivity and emotion in music. Through exploratory factor analysis three factors were identified: expressive technique (ET), emotional expression (EE), and self-learning of expressivity (SLE). Comparisons between teachers and students showed that teachers had significant higher scores in EE with no differences in ET or SLE, although the effect size for SLE was high. The three factors are proposed as a tool for the assessment of conceptions of expressivity and its learning in both teachers and advanced students of music for teaching and research objectives.

Type
Research Article
Information
British Journal of Music Education , Volume 34 , Issue 3 , November 2017 , pp. 277 - 290
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Copyright
Copyright © Cambridge University Press 2017 

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