Lesson study with music: a new way to expand the dialogic space of learning and teaching

Hubert Gruber

doi:10.1108/ijlls-03-2019-0019

Abstract

PurposeThe purpose of this paper is to show that lesson study by including elements from music and music education can sustainably expand and improve the dialogical space for teaching and learning in higher education, especially for primary and secondary teacher education students.Design/methodology/approachFor the first time under the topic “Lesson Study: Music in Dialogue,” corresponding study programs were prepared at the University College of Teacher Education, Lower Austria. The data material from which answers to research questions can be generated are the “Didactic Design Pattern” and classical research lesson planning, observation and discussion instruments. Moreover, discussion protocols of the reflection meetings offered insights the participants gained through sharing their experience of a series of lesson study cycles including focussed collaboration between mentors, teachers, teacher education students and primary school pupils.FindingsWithin the lesson study groups, the space for cooperation and dialogue widened considerably and the interest in the work and expertise of each other increased. Based on the principles of a “community of practice,” this study shows the positive effects of professional collaboration on primary and secondary teacher education students and a lasting impact on their pupils’ learning. Thereby, the dialogical principle was found to play a central and important role. In connection with music- and art-related processes, previous limitations in teaching and learning with music can be exceeded for pupils, teacher education students and teachers.Research limitations/implicationsThis study, therefore, provides new insights into questions of organization and implementation, as well as scientific and didactic support in professional learning communities.Originality/valueSo far, there has been little practitioner research through lesson study in the field of music education. In particular, lesson study enhancing the cooperation between music education and other subject areas through dialogical-integrative work has brought about knowledge and insights of great importance for the further development of an appropriate didactic approach in dialogic music education.

Highlights

The development of the quality of teaching and learning in music education For almost a 150 years, lesson study has been an integral part of Japanese school culture (Dudley, 2014; Lewis, 2000; Stigler and Hiebert, 1999)
Key features, structures and timeline The implementation of the lesson study in a series of cycles has shown that much of what has been said so far can be experienced within this method
The method was that of lesson study

Summary

Introduction

The development of the quality of teaching and learning in music education For almost a 150 years, lesson study has been an integral part of Japanese school culture (Dudley, 2014; Lewis, 2000; Stigler and Hiebert, 1999). As a effective and successful form of collaborative practitioner research, its focus is on the students learning and the development of teacher practice knowledge. It is something like a grassroots movement that is mostly initiated and supported by the teachers themselves. Besides Japan, it is Singapore and China, in particular Hong Kong (Lo, 2009), which have referred to a similar tradition (Dudley, 2014; Tan-Chia et al, 2013). The concept of dialogue is rooted in that of the Logos of the Judeo-Christian tradition of antiquity. I’m related to him” (Buber, 2002, pp. 10-13)

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