Classroom music in Germany as praxis and object: Innovative approaches and early findings
Research output: Contributions to collected editions/works › Chapter › peer-review
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Innovative Teaching and Classroom Processes: Research Perspectives from Germany and China. ed. / Timo Ehmke; John Chi-Kin Lee. 1. ed. New York: Taylor and Francis Inc., 2025. p. 117-129.
Research output: Contributions to collected editions/works › Chapter › peer-review
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TY - CHAP
T1 - Classroom music in Germany as praxis and object
T2 - Innovative approaches and early findings
AU - Verbücheln, Esther-Marie
AU - Ahlers, Michael
N1 - Publisher Copyright: © 2025 selection and editorial matter, Timo Ehmke and John Chi-Kin Lee; individual chapters, the contributors.
PY - 2025/5/29
Y1 - 2025/5/29
N2 - The chapter first places its understanding of “classroom music making” into the specific historical and theoretical backgrounds of German music education. This is followed by an introduction to the understanding of classroom music making as well as a significant expansion of existing approaches to defining it. In the core of the chapter, an innovative research and development setting for studies is presented. This is based on the use of interprofessional, transdisciplinary teams as well as the use of blended learning and design-based research. The presented results of the studies are based on the development of so-called modular seminar modules, which were continuously improved and used in the iterative processes. Furthermore, the chapter provides insights into the theoretical connections in the direction of current adaptivity and digitality discourses. To be able to better classify the results and communicate these to international scholars, some aspects are classified using the established Technological Pedagogical Content Knowledge (TPACK) model according to Koehler and Mishra, to be able to finally discuss the own limitations as well as potentials of the studies approaches and outcomes.
AB - The chapter first places its understanding of “classroom music making” into the specific historical and theoretical backgrounds of German music education. This is followed by an introduction to the understanding of classroom music making as well as a significant expansion of existing approaches to defining it. In the core of the chapter, an innovative research and development setting for studies is presented. This is based on the use of interprofessional, transdisciplinary teams as well as the use of blended learning and design-based research. The presented results of the studies are based on the development of so-called modular seminar modules, which were continuously improved and used in the iterative processes. Furthermore, the chapter provides insights into the theoretical connections in the direction of current adaptivity and digitality discourses. To be able to better classify the results and communicate these to international scholars, some aspects are classified using the established Technological Pedagogical Content Knowledge (TPACK) model according to Koehler and Mishra, to be able to finally discuss the own limitations as well as potentials of the studies approaches and outcomes.
KW - Music education
KW - Digital media
KW - Educational science
UR - http://www.scopus.com/inward/record.url?scp=105005038596&partnerID=8YFLogxK
U2 - 10.4324/9781003436065-11
DO - 10.4324/9781003436065-11
M3 - Chapter
AN - SCOPUS:105005038596
SN - 9781032565521
SP - 117
EP - 129
BT - Innovative Teaching and Classroom Processes
A2 - Ehmke, Timo
A2 - Chi-Kin Lee, John
PB - Taylor and Francis Inc.
CY - New York
ER -