Teaching songs from diverse cultures to pre-service teachers using a “Four Step Flipped” method
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Mostrar el registro completo del ítemcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/174799
comunitat-uji-handle3:10234/174800
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Título
Teaching songs from diverse cultures to pre-service teachers using a “Four Step Flipped” methodFecha de publicación
2022-07Editor
SageCita bibliográfica
Nethsinghe, R., Joseph, D., Mellizo, J., & Cabedo-Mas, A. (2023). Teaching songs from diverse cultures to pre-service teachers using a “Four Step Flipped” method. International Journal of Music Education, 41(3), 383–397. https://doi.org/10.1177/02557614221110952Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
https://journals.sagepub.com/doi/epub/10.1177/02557614221110952Versión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
As music educators around the globe continue to work in blended environments, it is important to explore how pedagogical approaches can be adapted and reimagined in ways that enhance teaching and learning in this ... [+]
As music educators around the globe continue to work in blended environments, it is important to explore how pedagogical approaches can be adapted and reimagined in ways that enhance teaching and learning in this changing educational landscape. In this study, the authors drew on elements of Collaborative Online International Learning (COIL) to teach three culturally diverse songs to pre-service teachers at a Spanish university. Acting as culture bearers and tertiary music educators, they selected and taught songs from three different geographic locations (South Africa, Sri Lanka, and the United States). Utilizing a descriptive case study design, the authors discuss their pedagogical approach and argue a Four Step Flip method (Asynchronous, Synchronous, Face-to-Face, and Hybrid Feedback) can be effectively applied and adopted in online music teaching and learning settings. This model prioritizes the culture bearers’ involvement in the learning process from start to finish while allowing students ample space to merge unfamiliar cultural perspectives with their own. The authors also contend building collaborative networks that extend beyond national borders can enhance understanding and appreciation of different genres, cultures, and languages in music classrooms. [-]
Publicado en
International Journal of Music Education, 41, 3, 2023Entidad financiadora
Ministerio de Ciencia, Innovación y Universidades (Spain)
Código del proyecto o subvención
PID2020-116198GB-I00
Derechos de acceso
© The Author(s) 2022
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess
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