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A distinção histórica teoria-prática no ensino musical da França: abordagem global e zoom sobre os currícu

Abstract : After having explained the reasons why the relations between theory and practice in the music education system proposed in France are problematised in this article, we set out in a second part to describe and analyse, in a global approach, the different institutions responsible for teaching music in the French system during the 20th and 21st centuries. The third part, according to an analytical approach, focuses on music in so-called "general" education, in the sense of compulsory education for all children up to the age of 16, free up to the age of 18 and aimed at acquiring a common base of knowledge in several disciplines. Our objective is to understand the tension between a theoretical approach of music versus practice through precisely the teaching contents prescribed in the curricula of music education in middle school (11-15 years) and high school (15-18 years). For reasons of space, we leave aside the curricula of primary school, knowing that those of middle school are in continuity (Tripier-Mondancin, 2008, 2010-a-b, 2014, Maizières, 2009). One of the particularities of so-called "general" music education, compared to "specialized" music education, is that the same teacher takes charge of vocal practice and listening activities as well as, in certain cases, instrumental, while promoting the construction of a musical culture based on analysis and understanding of diverse works. In order to be able to compare the nature of the teaching contents, we rely on the definitions of the word theory coming from epistemologists' writings, but also on a cognitiveist theory of knowledge coming from the post-Piagetan Geneva school and taken up by school learning psychologists (Bastien and Bastien-Toniazzo, 2004, Musial and Tricot, 2008a, 2008b, 2012, 2014). This theory clarifies the definitions given by epistemologists. It categorizes knowledge according to a functional (i.e., goal(s)-oriented) approach, whether it is declarative or procedural, general, or specific. In other words, we discuss the underlying conception of curricula, using analysis of the nature, relationships and balances between knowledge of a theoretical nature (knowledge about works), practical knowledge (vocal, instrumental know-how, etc.), general knowledge (methods taught) and specific knowledge (about specific works).
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Contributor : Odile Tripier-Mondancin Connect in order to contact the contributor
Submitted on : Thursday, March 14, 2019 - 3:17:34 PM
Last modification on : Friday, June 28, 2019 - 1:49:00 AM




  • HAL Id : hal-01839490, version 1



Odile Tripier-Mondancin, Marco Antonio, Toledo Nascimento. A distinção histórica teoria-prática no ensino musical da França: abordagem global e zoom sobre os currícu. Marco Antonio Toledo Nascimento, Adeline Annelyse Marie Stervinou. Ensino e Aprendizagens Musicais no Mundo: formação, diversidade e currículo com ênfase na formação humana, Sobral Gráfica e Editora Sobral-CE, 2018, 78-85-60474-53-0. ⟨hal-01839490⟩



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