Van 19 tot 22 april 2012 wordt in het Koninklijk Conservatorium van Den Haag een Europese muziekconferentie gehouden door de EAS (European Association for Music in Schools, www.eas-music.net.) In deze conferentie, die gaat over muziek in het primair en voortgezet onderwijs in de verschillende Europese landen, kunnen lezingen, workshops, symposia, keynotes, concerten e.d beluisterd en bezocht worden.Maar ook de educatieve diensten van de muziekinstellingen en het muziekschoolonderwijs zullen vertegenwoordigd zijn. Daarnaast zijn er ook stands van muziekuitgeverijen. Het volledige programma staat zeer binnenkort op de website www.eas2012.koncon.nl. Lees verder voor meer informatie over het thema van de conferentie.
“This conference draws our attention to the core aspects of music education. It focuses on general music education – on artistry, musicianship, craftsmanship, skills and knowledge and the question of how to achieve high quality music education in classrooms and communities. Contributors will present research, projects and practices related to pre-school, primary and secondary education. There will be opportunities to consider good practices in contexts; to discuss music teachers’ skills; the role of artists in music education; and to participate in practical workshops.
We invite teachers, teacher educators, students, researchers, artists and policy makers working in school related music education in Europe.
Keynote speakers: Sarah Hennessy Folkert Haanstra Leo Samama
About the conference theme:
The pupils’ musicianship
Music education aims to develop pupils capacities to make and create music, speak about it and reflect on it, express ideas musically, listen to it, etc. All this seems to be obvious but yet we don’t know exactly what is meant by it. At least we have different opinions on it. What do we mean by musical or artistic development? What are we aiming at when we want to develop pupils’ musicianship? How do musical skills relate to artistry? And what do we actually know about what children and youngsters learn in music education? This conference contributes to a debate and reflection on what the pupils’ musicianship. There will be theoretical perspectives and examples of good practices in contexts.
The teacher as musician
If you ask a music teacher whether they see themselves as teacher or musician, the answer may be obvious although not unambigious. Many music teachers exercise their profession from a musical passion. This is the basis of their professional teaching. It is often said that in teaching a balance is needed between personal and professional development. There is also the common view that pedagogical and didactic skills are inextricably bound up with domain competences. What kinds of musical and artistic expertise are necessary for music teachers? How do music teachers relatete their own musicianship to their teaching? And what does the artistic and musical development look like in music teacher training?
The shift from teaching to learning in recent decades, has distracted the attention a bit from the teachers’ subject related knowledge. Currently there is renewed interest for the knowledge base of teaching. But what is subject related knowledge for music teachers?
The musician as teacher
Music education in schools is no longer exclusively taught by qualified music teachers. Music education takes place in and around schools and the professional musician is more and more involved in education. They lead ensembles, give concerts or teach in classrooms and communities. Although this new market provides income, professional musicians express a deep and lasting satisfaction through engaging people in learning experiences. In all countries there are many examples of how musicians educate and inspire pupils and audiences. Interesting questions at this conference are: What are the experiences of the teaching artist? How can school based teachers cooperate with musicians? How to make partnership successfull in in the artistic and educational field? What do musicians need to become an educator?”