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La música contemporánea en la educación secundaria: características, prácticas docentes y posicionamiento del profesorado
2 references·2 citing·12 second hop
La música contemporánea en la educación secundaria: características, prácticas docentes y posicionamiento del profesorado (2013)La música contemporánea en la educación s…Meaning, Autonomy and Authenticity in the Music Classroom (2005)Meaning, Autonomy and Authent…Tratado de los objetos musicales (1988)Tratado de los objetos musica…Knowing ‘how to create’ in order to know ‘how to teach’? Perceptions and conditioning of Spanish music teachers in secondary education (2024)Knowing ‘how to create’ in or…Análisis del repertorio musical en los manuales escolares (2021)Análisis del repertorio music…Content Analysis: An Introduction to its Methodology. (1984)Giving Voice to Children's Voices: Practices and Problems, Pitfalls and Potentials (2007)Music, informal learning and the school: a new classroom pedagogy (2009)The creative mind: Myths and mechanisms (1995)Preservice and Experienced Teachers' Opinions of Skills and Behaviors Important to Successful Music Teaching (1997)Developing identities in music education (2003)Informal learning in action: the domains of music teaching and their pedagogic modes (2015)Teachers’ and students’ music preferences for secondary school music lessons: reasons and implications (2016)Creating Multicultural Music Opportunities in Teacher Education: Sharing Diversity through Songs (2018)Estudio comparativo de dos metodologías aplicadas para la compresión de la música contemporánea en la Educación Secundaria Obligatoria (2016)Immediation (2018)La estimulación auditiva a través de la música en el desarrollo del lenguaje en Educación Infantil (2018)
this work references cited by second hop

References

  • 1988Tratado de los objetos musicales143 cited
  • 2005Meaning, Autonomy and Authenticity in the Music Classroom23 cited

Cited by

  • 2021Análisis del repertorio musical en los manuales escolares4 cited
  • 2024Knowing ‘how to create’ in order to know ‘how to teach’? Perceptions and conditioning of Spanish music teachers in secondary education2 cited

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