No. 2 (2024): The moving body in music and dance education

For this second issue JREA/JRAE, we wish to publish articles on the teaching of music and dance. The aim is to focus on work in music and dance didactics and pedagogy, with a particular emphasis on the role of movement and gesture. Music learning and movement are intrinsically linked, particularly in the teaching of Dalcroze eurhythmics (Brice, 2014; Croset, & Willen, 2015) and in collective or individual instrumental practices (Batézat-Batellier, 2017; Guillot, 2011; Tortochot, & Terrien, 2021). This research can question the role of musical gestures in the transmission and construction of knowledge, as well as the place of body movements in instrumental learning (Rickenmann et al., 2019; Terrien, 2013, 2022), in school music teaching (Bremmer, 2015, 2021; Moor et al., 2020; Nijs, & Bremmer, 2019; Terrien, & Leroy, 2012) and in special needs teaching (Bremmer et al., 2021).

In dance teaching at school, knowledge learning comes about through the body in movement

(Duval et al., 2022) and recent studies have focused on teachers' didactic and pedagogical practices that foster the achievement and development of each student in a more inclusive environment (Duval, & Arnaud-Bestieu, 2021). In higher education, recent research on dance teacher education raises awareness of pedagogical and choreographic understanding and innovation among future professionals (Arnaud-Bestieu, 2019; Simonet, 2019).

This second issue also aims to collect results from educational research that cross-reference these two artistic disciplines, where emblematic tasks such as improvisation, composition and work on forms can be studied (Arnaud-Bestieu, & Terrien, 2018; Espinassy, & Terrien, 2018). How does the teacher guide these teaching/learning situations? How do students' responses reconfigure the lesson? How can teachers create pedagogical environments that are both open and retroactive to enable learning?