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Éducation musicale à l’école primaire : quels savoirs enseignés ?

Abstract : The adaptation of the social practice of a leisure activity to a learning discipline is not obvious and it is probably one of the reasons why Musical Education struggles to find its place among the corpus of school subjects. There are numerous school actors and users who seem to be unaware of the nature of the target skills of this discipline and apart from the practice of singing and listening, the syllabuses remain rather vague on the question of reference skills and about the skills that a pupil is supposed to acquire. Does that mean that there is some room left for a pedagogic freedom which would depend on the teachers’ relationships with music ? This is far from being certain ! The results of a survey which collected 1022 answers in the Nancy-Metz Académie, show that teachers who get involved in this discipline are motivated by educational values in the same way as teachers from other disciplines are. Their own experiences of music don’t necessarily play a key role in that respect. When describing a translation of their musical knowledge and the values that motivate them, which sometimes proves difficult, 26 teachers who were interviewed after the survey, supply us with a certain amount of information about the skills which are taught in Musical Education.
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Contributor : Frédéric Maizières Connect in order to contact the contributor
Submitted on : Friday, September 25, 2015 - 9:29:18 PM
Last modification on : Thursday, May 5, 2022 - 11:42:04 AM


  • HAL Id : hal-01205638, version 1



Frédéric Maizières. Éducation musicale à l’école primaire : quels savoirs enseignés ?. Éduquer/Former, Institut supérieur de pédagogie, 2012, Musique et pratiques actuelles en milieu scolaire, 43 (1), pp.13-34. ⟨hal-01205638⟩



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