Abstract

Abstract

In this lecture, I discuss how motor learning can contribute to enhance music teachers’ effectiveness and how its principles can be applied independently of the method they use. Initially, I will consider the need for teachers to be systematic and have a solid background to base their teaching on. I will analyse the characteristics of those teachers who have participated in a case study that I have developed as part of my doctoral thesis, exploring differences between their methods, pedagogies, and approaches. Then I will describe some aspects of motor learning and their influence in teachers’ practice. I will conclude by showing the data collected in the case study and establish comparisons between the teaching habits of the aforementioned teachers.

Bio

Claudio Forcada is a fully qualified Suzuki teacher by the European Suzuki Association and has completed training on the “New Approach” with Kato Havas in Oxford (UK), on Rolland’s pedagogy with Nancy Kredel, Lynne Denig, Mary Rich, among others, in Germany and USA , and has also undertaken training on violin pedagogy with Mimi Zweig. From 1993 to 2006, he taught the violin, chamber music, and orchestra at conservatoires and music schools in Spain. In 2001, he was selected by the Galician Government to elaborate the syllabus of the highest musical degree. Since 2007, Claudio is settled in London and regularly gives and organizes lectures and teacher trainings on violin pedagogy and instrumental teaching as well as workshops for children at universities, conservatoires and music schools in Iceland, Ireland, Spain, Italy, France, Austria, Scotland, and England. He has published three handbooks on the abovementioned subjects and filmed six documentaries on string pedagogy, music education, and music psychology.

Contact Pam Burnard (pab61@cam.ac.uk) if you are intending to come