Melissa Bremmer
Datos Biográficos
| ID | 9585882 |
|---|---|
| NOMBRE | Melissa Bremmer |
| NOMBRES | Melissa |
| APELLIDO | Bremmer |
| FIRMA | BREMMER M |
| AFILIACIONES | Amsterdam University of the Arts, the Netherlands |
| ORCID | 0000-0002-9067-2956 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 6 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2020 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
Boundless Grooves: Designing One-to-One Lessons for (Adaptive) Digital Musical Instruments for Disabled Pupils
Music technology has stimulated the development of digital musical instruments (DMIs) that enable more disabled pupils to actively engage in music-making. However, music teachers who are unfamiliar with DMIs sometimes do not know ‘where to start’ with these instruments and refrain from teaching them altogether. With the aim of lowering the threshold to teach DMIs, we initiated an educational design research study in which we designed and tested o…
Who has access to a career in Western classical music? Building a tool to evaluate intersectionality in barriers to music education and careers
This article reflects on the “Hiddenness Index” we developed, implemented, and evaluated for Concertgebouworkest Young (Young), the youth orchestra of the Dutch Royal Concertgebouw Orchestra (Concertgebouworkest) for musicians with “hidden talents.” “Hiddenness” alludes to various barriers that young musicians aspiring to a career in Western classical music may face, due to their social identity and positioning. These barriers may cause their tal…
Collaborative composing with inclusive music ensembles: What attitude, knowledge and skills do composers need
Traditionally, composers create music individually and autonomously. The egalitarian relationships in inclusive music ensembles, with their blend of conventional and technological music instruments and their focus on collaborative composing processes, however, might challenge professional composers to work differently. This begs the question: Which attitude, knowledge, and skills do composers need to compose collaboratively with inclusive music e…
Encountering disability in music: Exploring perceptions on inclusive music education in higher music education
This research study evaluated an Artist-in-Residence-project (AIR-project) at the Conservatory of Amsterdam, focusing on inclusive music education. For this project, the Conservatory invited the organization Drake Music Scotland to work with its students. The project’s aim was to provide students with practical skills regarding music technology, to discuss the social model of disability, and to play in an inclusive music ensemble with a musician …
The charmed dyad: Multimodal music lessons for pupils with severe or multiple disabilities
This multiple-case-studies research explored a multimodal approach to teaching music to pupils (from 4 to 18 years old) with severe or multiple disabilities. By combining music with, for example, tactile stimulation, movement, or visuals, meaning-making processes in music of these pupils was stimulated, helping them to understand the internal structures and expressive qualities of music. Three music teachers and a social worker participated in th…
The Role of the Body in Instrumental and Vocal Music Pedagogy: A Dynamical Systems Theory Perspective on the Music Teacher's Bodily Engagement in Teaching and Learning
Instrumental and vocal teachers often employ their body in teaching to facilitate sensorimotor engagement with the voice or an instrument. Yet, teacher’s bodily engagement in instrumental and vocal education is scarcely addressed in music educational research studies. In our view, this scarcity is related to the lack of a framework about the role of the music teacher’s body in instrumental and vocal education. In this article, we will adopt a dyn…
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The Role of the Body in Instrumental and Vocal Music Pedagogy: A Dynamical Systems Theory Perspective on the Music Teacher's Bodily Engagement in Teaching and Learning
Instrumental and vocal teachers often employ their body in teaching to facilitate sensorimotor engagement with the voice or an instrument. Yet, teacher’s bodily engagement in instrumental and vocal education is scarcely addressed in music educational research studies. In our view, this scarcity is related to the lack of a framework about the role of the music teacher’s body in instrumental and vocal education. In this article, we will adopt a dyn…
The charmed dyad: Multimodal music lessons for pupils with severe or multiple disabilities
This multiple-case-studies research explored a multimodal approach to teaching music to pupils (from 4 to 18 years old) with severe or multiple disabilities. By combining music with, for example, tactile stimulation, movement, or visuals, meaning-making processes in music of these pupils was stimulated, helping them to understand the internal structures and expressive qualities of music. Three music teachers and a social worker participated in th…
Encountering disability in music: Exploring perceptions on inclusive music education in higher music education
This research study evaluated an Artist-in-Residence-project (AIR-project) at the Conservatory of Amsterdam, focusing on inclusive music education. For this project, the Conservatory invited the organization Drake Music Scotland to work with its students. The project’s aim was to provide students with practical skills regarding music technology, to discuss the social model of disability, and to play in an inclusive music ensemble with a musician …
Who has access to a career in Western classical music? Building a tool to evaluate intersectionality in barriers to music education and careers
This article reflects on the “Hiddenness Index” we developed, implemented, and evaluated for Concertgebouworkest Young (Young), the youth orchestra of the Dutch Royal Concertgebouw Orchestra (Concertgebouworkest) for musicians with “hidden talents.” “Hiddenness” alludes to various barriers that young musicians aspiring to a career in Western classical music may face, due to their social identity and positioning. These barriers may cause their tal…
Collaborative composing with inclusive music ensembles: What attitude, knowledge and skills do composers need
Traditionally, composers create music individually and autonomously. The egalitarian relationships in inclusive music ensembles, with their blend of conventional and technological music instruments and their focus on collaborative composing processes, however, might challenge professional composers to work differently. This begs the question: Which attitude, knowledge, and skills do composers need to compose collaboratively with inclusive music e…
Boundless Grooves: Designing One-to-One Lessons for (Adaptive) Digital Musical Instruments for Disabled Pupils
Music technology has stimulated the development of digital musical instruments (DMIs) that enable more disabled pupils to actively engage in music-making. However, music teachers who are unfamiliar with DMIs sometimes do not know ‘where to start’ with these instruments and refrain from teaching them altogether. With the aim of lowering the threshold to teach DMIs, we initiated an educational design research study in which we designed and tested o…
Music education (6 obras) · Diverse Music Education Insights (5 obras) · Pedagogy (5 obras) · Psychology (5 obras) · Art (3 obras) · Music Technology and Sound Studies (3 obras) · Musical (3 obras) · Sociology (3 obras) · Computer Science (2 obras) · Mathematics education (2 obras)