This article delivers insight into the music educational discussion on quality of teaching. Therefore, a synopsis of theoretical and empirical publications is provided, offering a reason for the absence of a shared model for quality of teaching in music education due to the plurality of conceptions in this field. Using the example of ‘aesthetic musical practice’, it is shown that theoretical approaches underline the subject-specific nature of quality of teaching. Meanwhile, empirical publications, especially qualitative video studies, explicitly correspond to generic aspects of quality of teaching, albeit with an effort to adapt them to music education. Against the backdrop of this current music educational discourse, possible subject-specific additions and differentiations of Praetorius’ synthesis framework (2020) are presented and discussed. Special emphasis is put on the proposed dimension of ‘aesthetic activation’ and the consideration of material aspects of meaningful employment of artifacts in the music classroom.
CITATION STYLE
Kranefeld, U. (2021). The music educational discourse on quality of teaching between generic and subject-specific dimensions. Unterrichtswissenschaft, 49(2), 221–233. https://doi.org/10.1007/s42010-021-00113-y
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