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ERIC Number: EJ1069856
Record Type: Journal
Publication Date: 2015
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1063-2913
Constructivism in Music Education
Shively, Joseph
Arts Education Policy Review, v116 n3 p128-136 2015
Over the past twenty years, constructivism, as a theory of learning, has taken on an increasingly important role in music education. Efforts to shift music education toward a more constructivist practice have significant implications for policymaking at all levels of music education. In this article, I seek to recalibrate our thinking about what it might or might not mean to take a constructivist teaching stance in the music classroom. Building on constructivism as a theory of learning, I revisit its principles and their implications for our work with learners, the nature of knowledge, and the musics and musical experiences we bring into our classrooms. Further, I consider how constructivism has informed music education reform efforts. Throughout, I discuss ways in which a constructivist view of learning and teaching might better inform our professional practice by finding a balance between progressive and traditional views of music education. Through this, we can find a constructivist view that is more resonant with music educators.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A