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L’articulation théorie-pratique en éducation musicale Apports de la psychologie cognitive

Abstract : The discipline called music education develops practices (singing and listening) and conceptual knowledge. We make the assumption that while taking into account the sensitive at school, practical competences cannot be developed without a minimum of conceptual knowledge or that conversely there cannot be conceptual knowledge without practice. In relation to the subject of this thematic issue, we will see to what extent questioning the connection theory-practice in music teaching in view of knowledge from cognitive psychology can serve what is at stake in music education in particular and in artistic education more generally speaking. To describe and understand the knowledge and the teaching and learning strategies at stake in the teaching of music education, we will base our study on the teaching syllabuses or curricula (MENESR, 2006 ; MEN, 2008), on the scientific studies concerning one of the theories of knowledge resulting from the functionalist approach developed in the Geneva school (Inhelder & Cellerier, 1992 ; Bastien- Toniazzo & Bastien, 2004 ; Tricot, 2014) as well as on the analysis of a singing teaching/ learning situation in a Year 8 classroom. Historically speaking, the connection theorypractice has been a live issue in the teaching of music since ancient times, hence the necessity to analyze it in view of a solid theoretical framework. We hypothesize that the results of such reflection concern artistic teaching in all its forms of expression.
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Odile Tripier-Mondancin, Frédéric Maizières, André Tricot. L’articulation théorie-pratique en éducation musicale Apports de la psychologie cognitive. Spirale - Revue de Recherches en Éducation , Association pour la Recherche en Education (ARED), 2015, Expérience esthétique et culture scolaire : quelles alliances possibles au service du développement global d’un enfant ?, 56, pp.33-48. ⟨hal-01628928⟩

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