What's the Problem? Exploring the Potential of Problem-Based Learning in an Ensemble Setting

Autor/in	Laprise, Richard
Titel	What's the Problem? Exploring the Potential of Problem-Based Learning in an Ensemble Setting
Quelle	In: Music Educators Journal, 104 (2018) 4, S.48-53 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0027-4321
DOI	10.1177/0027432118754636
Schlagwörter	Problem Based Learning; Music; Music Education; Thinking Skills; Creative Thinking; Music Teachers; Problem Solving; Vignettes; Singing + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Musik; Musikerziehung; Denkfähigkeit; Kreatives Denken; Music; Teacher; Teachers; Musiklehrer; Problemlösen; Gesang
Abstract	Can you think of a research-supported strategy that simultaneously encourages critical and creative thinking; develops knowledge, skills, and affect; promotes meaningful connection with music; and creates lifelong learners? Problem-based learning (PBL) effectively meets and exceeds these criteria by providing an engaging opportunity for students to use higher-order thinking skills and create meaningful connections with the music they are studying through the context of real-life problem scenarios. An authentic problem with multiple solutions allows students to collaborate and develop into independent learners while actively engaging in the music they are studying. This strategy, used effectively for more than fifty years in other education fields, has rarely been used in music education, but PBL's potential to positively influence student learning is well worth exploring. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01