Experiential learning in music education
Investigating the Cypriot context
Bibliographic Data
| ID | 21717809 |
|---|---|
| Authors | Chryso Hadjikou (0000-0001-8997-6816, University of Nicosia, corresponding author) |
| Year | 2021 |
| Volume | 23 |
| Issue | 4 |
| Pages | 403-415 |
| Publication date | 2021-08-08 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Music Education Research (JOURNAL) |
| Journal identifiers | ISSN: 1461-3808 • E-ISSN: 1469-9893 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/14613808.2021.1874328 |
| OpenAlex | W3128627826 |
| Language | EN |
| References cited | 13 |
Experiential learning is one of the main characteristics found in the new Cypriot curriculum. The aim of this paper is to investigate teachers’ implementation of experiential learning in their music classrooms and their students’ perceptions of the new Cypriot music curriculum in relation to experiential learning. Interviews with eight music teachers and eight focus groups with a total of 51 students were carried out. Results showed that teachers applied experiential learning through teacher-directive styles. Students indicated that generally they disliked being taught in a teacher-directed environment dominated by teacher talk, opting out for a sense of ownership of their learning. The way students experience the aspect of experiential learning within secondary school music classrooms needs to be further researched
Curriculum · Experiential learning · Learning styles · Mathematics education · Music education · Pedagogy · Diverse Music Education Insights · Outdoor and Experiential Education · Physical Education and Pedagogy · Psychology
| Highly cited | No |
|---|