Theoretical framework for facilitating young musicians’ learning of expressive performance

Since communication and expression are central aspects of music performance it is important to develop a systematic pedagogy of teaching children and teenagers expressiveness. Although research has been growing in this area a comprehensive literature review that unifies the different approaches to teaching young musicians expressiveness has been lacking. Therefore, the aim of this article is to provide an overview of literature related to teaching and learning of expressiveness from music psychology and music education research in order to build a new theoretical framework for teaching and learning expressive music performance in instrumental music lessons with children and teenagers. The article will start with a brief discussion of interpretation and expression in music performance, before providing an overview of studies that investigated teaching and learning of performance expression in instrumental music education with adults and children. On the foundation of this research a theoretical framework for dialogic teaching and learning of expressive music performance will be proposed and the rationale explained. Dialogic teaching can be useful for scaffolding young musicians’ learning of expressivity as open questions can stimulate thinking about the interpretation and may serve to connect musical ideas to the embodied experience of the learner. A “toolkit” for teaching and learning of expressiveness will be presented for practical application in music lessons. In addition, a theoretical model will be proposed to further our understanding of teaching and learning of expressive music performance as a multifaceted and interactive process that is embedded in the context of tutors’ and learners’ experiences and environment. Finally, implications of this framework and suggestions for future research will be discussed

Sosniak, Lauren A., Curriculum Feasibility Studies, pp. 213- 216 in Torsten Husen and Thomas N. Postlethwaite, eds., International Encyclopedia of Education. Supplement Volume One. New York: Pergamon, 1988.

Discusses philosophical, pedagogical, political, and economic issues involved in deciding on a new curriculum

Sosniak, Lauren A., The Generalist Educator: Making a Mark in Curriculum Studies, pp. 108-121 in David T. Hansen, Mary Erina Driscoll, and Rene V. Arcilla, eds., A Life in Classrooms: Philip W. Jackson and the Practice of Education. New York: Teachers College Press, 2007.

Presents a summary of Philip W. Jackson\u27s key curriculum ideas and their place in the field of Curriculum Studies

Sosniak, Lauren A., The Taxonomy, Curriculum, and their Relations, pp. 103-125 in Lorin W. Anderson and Lauren A. Sosniak, eds., Bloom\u27s Taxonomy: A Forty-year Retrospective. 93rd Yearbook of the National Society for the Study of Education, Part II. Chicago: The University of Chicago Press, 1994.

Sets forth merits and limitations in the contributions to curriculum made by Bloom\u27s Taxonomy (cognitive domain)

Cross-Sections for Proton Induced Reactions in Heavy Nuclei.

Absolute cross-sections have been measured at energies from 15 to 32 Mev. for several proton induced reactions in heavy nuclei. [...

Effects of RNA distortion and base stacking in PNA-based artificial RNases

Die vorliegende Arbeit beschreibt die sequenzspezifische RNA Hydrolyse von an PNA (Peptidnukleinsäure) geklickten Zn(II) Komplexen in Hinblick auf eine einfache und unkomplizierte Planung und Herstellung von artifiziellen RNasen (Ribonukleasen). Unterschiedliche 2,9-Dimethyl-1,10-phenanthrolin (dmp) modifizierte PNA Oligomere wurden anhand der Festphasenpeptidsynthese und der Cu(I)-katalysierten [2+3] Azid/Alkin Cycloaddition (CuAAC) hergestellt und auf ihr Potential als artifizielle RNase untersucht. RNA Hydrolyse wurde quantitativ anhand der IE-HPLC analysiert und quantifiziert. Hydrolysefragmente wurden mittels Massenspektrometrie charakterisiert. Die gefundene effektive Hydrolyse vollkomplementärer RNA Substrate wird der Fähigkeit des verwendeten Linker zugeschrieben, der eine lokale Verzerrung in der RNA induziert

Sosniak, Lauren A., and Carole L. Perlman, Secondary Education by the Book, Journal of Curriculum Studies, 22(September-October, 1990), 427-442.

Compares textbook use across mathematics, English, and history from student interview data