Inquiry-Based Learning in Music: Key Pedagogical Practices and Intellectual Quality of Knowledge Work

• In Event: Exploring General Music Classrooms

Abstract

Many scholars have advocated the addition of more intellectual activities to the musical experiences in music classrooms, the most prominent being critical thinking through inquiry. Given the importance accorded to higher-order thinking skills in music education, this study seeks (1) To describe the individual indicators that ascertain pedagogical practices and intellectual quality of knowledge work that would confirm/disconfirm the presence of inquiry in Singapore music classrooms; and (2) To ascertain relationships between key pedagogical practices and intellectual quality of knowledge work that facilitate music inquiry.This paper will focus on the Descriptive Statistics results of the classroom observations for Music using coding schemes developed in the Core3-PP project from 2018 to 2020.

Authors

• Pamela Costes Onishi, National Institute of Education - Nanyang Technological University

• Dennis Kwek, National Institute of Education - Nanyang Technological University