Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.659378
Title: What the body knows about teaching music : the specialist preschool music teacher's pedagogical content knowing regarding teaching and learning rhythm skills viewed from an embodied cognition perspective
Author: Bremmer, Melissa Lucie Viola
ISNI:       0000 0004 5360 4780
Awarding Body: University of Exeter
Current Institution: University of Exeter
Date of Award: 2015
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Abstract:
This thesis presents an investigation into the pedagogical content knowing (PCKg) of Dutch experienced specialist preschool music teachers with regard to teaching and learning rhythm skills viewed from an embodied cognition perspective. An embodied cognition perspective stresses the intimate relationship between body, mind and environment. In a multiple case study the research methods - stimulated recall interviews, gesture analysis tasks, physical action analysis tasks, notebooks and semi-structured interviews - were used to elicit the PCKg of six specialist preschool music teachers regarding rhythm skills. The data of these different methods were inductively analysed but sensitising concepts derived from the literature review on PCKg were also used in the analysis. Furthermore, the data were triangulated to gain a comprehensive understanding of the participants' PCKg. As for the nature of the specialist preschool music teachers' PCKg regarding rhythm skills the findings illustrated that PCKg is distributed over language, sound, gestures, body positioning and physical actions. Respecting the content of PCKg a new form of (non-verbal) knowledge was explored: 'musical communication and musical interaction' that facilitates the learning of rhythm skills of preschoolers. The study is first of all significant for offering a new perspective on the nature of the specialist preschool music teachers' PCKg: a multimodal and dynamic way of knowing that emerges from the interrelated role between the social, cultural and physical classroom environment, the teaching task and the teacher's body. Beyond the classroom, these teachers' bodies form a source for recalling, re-enacting and eliciting classroom experiences to develop and communicate their PCKg. Secondly, it offers a new perspective on the content of the specialist preschool music teachers' PCKg: these teachers' bodies take on different roles to mediate the preschoolers' learning process regarding rhythm skills. These findings have implications for further research, teacher education, practice and policy.
Supervisor: Young, Susan; Ros, Fisher Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.659378  DOI: Not available
Keywords: pedagogical content knowing ; rhythm skills ; PCK ; embodied cognition ; embodied pedagogy ; music ; preschool ; pedagogical content knowledge ; embodied teaching and learning
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