Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.676714
Title: The role of gesture in piano teaching and learning
Author: Simones, Lilian Lima
ISNI:       0000 0004 5367 3284
Awarding Body: Queen's University Belfast
Current Institution: Queen's University Belfast
Date of Award: 2015
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Abstract:
The experience of engaging with music through listening, teaching and learning would be impossible without a bodily interface, through which movement and music can be physically produced, experienced and understood. Physical gestures form a central part of the communication established between the teacher-student dyad in the communication of symbolic and functional musical knowledge. Factors such as gesture types (forms and meanings) and their specific outcomes in the teaching and learning processes have been consistently overlooked in the instrumental music pedagogical context. This thesis prioritises such undervalued topics, focusing its enquiry upon piano teachers' hand gestures used to communicate with students during the teaching process and incorporates theoretical frameworks from disciplines such as: music-psychology, psycholinguistics, gesture studies, gesture-led educational research, imitation and observational motor-learning. Three investigations were carried out to investigate the role of teachers' gestures in piano teaching and learning. The first two combined qualitative and quantitative approaches - the results of which were used in establishing the first known categorisation of piano teachers' gestures. Amongst the most intriguing findings were the relationship between teachers' didactic intent and the forms of gesture they employed, and 'gestural scaffolding' (when teachers adapted particular gestural communicative channels to suit specific student skill levels). In the third investigation an experimental setting was used to observe and evaluate the role of teaching gestures in one-to-one instrumental tuition. Here different gestural teaching and learning conditions yielded multiple levels of learning effectiveness, implying a need for empirical understanding and establishment of gestural performance as a concept that can be applied to enhance learning across specific pedagogical contexts. As well as building a case for future investigations in this research area, this thesis opens a debate within studies of pedagogical practice in instrumental music teaching, whilst contributing more generally to discussions of how the body impacts upon music understanding.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.676714  DOI: Not available
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