Offering methodological variety

Inherent in diverse teaching and learning methods is the potential of nurturing the individual and idiosyncratic learning processes of students. In a paradigm shift occurring in (higher education) didactics over the last years, students and their individual processes of learning and growth have moved into the center of university teaching. This is mainly due to insights of constructivist learning theories, postulating that knowledge and skills cannot be simply imparted or transferred but rather have to be individually acquired by humans. A decisive factor in this perspective is that teachers are required to create conditions that are conducive to initiating and supporting students’ learning processes. Offering a variety of methodological strategies and approaches which stimulate and inspire learning in different ways is central here.

The diversity of scientific and artistic theories, methods and doctrines is defined as a guiding principle in the University Act 2002 §2 para 3. (app)

Infobox methodological variety

  • Teaching and learning methods are never an end in themselves. Designing classes/tuition/teaching always begins with the question how to best enable students to acquire certain knowledge or skills. Methodological choice depends on students’ individuality and content.
  • Teaching that motivates and engages is full of variety and therefore offers a number of different methods.
  • Learning processes happen individually and non-linearly. Depending on the moment, a particular method may reach students differently. It is therefore advised, to choose different methodological approaches for individual students in on-to-one settings. Added to this, it can prove useful for any particular student to approach the same content with different methods at different points in time.
  • We recommend to always prepare methodological alternatives. In this way, methodological approaches may be switched once it becomes clear that students are struggling with a specific method. (app)

Training body perception: genuine communication

In order to train and promote body perception, body pedagogical approaches such as posture- and movement exercises are used in music education for voice and instruments. Physical contact is an element of this training. In the main artistic subjects of voice or instrument, physical contact can also be of assistance. For example, in relation to correct posture, particular motions or holding a bow properly.

Open and informative communication is important here. Explain why it is necessary to touch the student, seek their consent and exchange views on closeness and distance and accept when someone refuses to be touched. This also applies when students touch teachers. No means no!

Further links and literature

for reading and exploring