RT Journal Article
T1 Conceptions about teaching and learning of expressivity in music among higher education teachers and students
A1 Bonastre Vallés, Carolina
A1 Muñoz Rubio, Enrique
A1 Timmers, Renee
AB This work aimed to analyse factors related to conceptions and beliefs about expressivity in music among students and teachers. A questionnaire with 11 Likert-type items was developed covering the main factors included in the literature of teaching-learning of expressivity and emotion in music. Through exploratory factor analysis three factors were identified: expressive technique (ET), emotional expression (EE), and self-learning of expressivity (SLE). Comparisons between teachers and students showed that teachers had significant higher scores in EE with no differences in ET or SLE, although the effect size for SLE was high. The three factors are proposed as a tool for the assessment of conceptions of expressivity and its learning in both teachers and advanced students of music for teaching and research objectives.
PB Cambridge University Press
SN 0265-0517
YR 2017
FD 2017
LK https://hdl.handle.net/20.500.14352/94215
UL https://hdl.handle.net/20.500.14352/94215
LA eng
NO Bonastre-Valles, C., Muñoz, E.  and Timmers, R. Conceptions about teaching and learning of expressivity in music among higher education teachers and students. British Journal of Music Education, 34(3), 277-290. https://doi.org/10.1017/S0265051716000462
NO Acknowledgements:The preparation of this article was supported in part by a grant to the first author from the Universidad Autónoma de Madrid (UAM) for a research stay in the University of Sheffield. We would like to thank the Conservatorio Superior de Música de Madrid and the UAM for its collaboration.
NO Universidad Autónoma de Madrid
DS Docta Complutense
RD 7 abr 2025