Stefanie Stadler Elmer - Academia.edu (original) (raw)
Papers by Stefanie Stadler Elmer
BzL - Beiträge zur Lehrerinnen- und Lehrerbildung
Dieser Beitrag diskutiert das Thema curricularer Normen und einige Probleme der musikalischen Aus... more Dieser Beitrag diskutiert das Thema curricularer Normen und einige Probleme der musikalischen Ausbildung von Lehrerinnen und Lehrern. Gilt die Norm, dass Musik zur Allgemeinbildung gehört, so hat dies Folgen für die Gestaltung der Ausbildung auf allen Ebenen. Es werden wissenschaftsorientierte Grundsätze und praktische Vorgehensweisen vorgeschlagen, die die Beliebigkeit der musikalischen Ausbildung reduzieren und langfristig eine wirksame Qualität der (kulturellen) Allgemeinbildung gewährleisten. Drei innovative Schritte gilt es in der musikpädagogischen Ausbildung einzuleiten: 1. Einbezug von pädagogisch-psychologischen Erkenntnissen, 2. Bildungsforschung, 3. curriculare Normen.
Singing is a universal and biologically based ability that develops parallel with speaking or eve... more Singing is a universal and biologically based ability that develops parallel with speaking or even precedes it. From the viewpoint of a structural genetic constructivism, singing emerges from the earliest vocal play - and it is the earliest musical expression. The prolongation of vowels - one of the culture-free defining features of singing - creates the impression of singing. Originally, singing is accompanied with positive emotional states (e.g. well-being). Singing enhances social attachment, feelings of social belonging, but also the reverse, social exclusion, thereby coining cultural identity. In social contexts, vocal sounds become meaningful and are symbolised, both by producing and by listening. Singing, as music making, is play; however, to achieve conventionalised forms of using the voice, the child has to learn cultural specific rules. Vocal and musical behaviour are highly adaptive and constructive. Development is a construction of actions, starting with sensori-motor activities. Vocal development starts at birth, and gradually adapts to the cultural surrounding and its conventions concerning language, music, and social rules. The organisation of the actions adapts to the environment, and gradually are internalised as mental structures. Actions and thoughts become more and more differentiated, controlled, and conscious. The child approaches vocal sounds to musical and linguistic symbols through playing and imitating. There are huge individual differences regarding the development of the musical potential. The developmental course is not age-related, but can be conceptualised according to newly emerging qualities in the organisation of actions and thoughts. Hypotheses about the developmental sequence are outlined as consecutive stages and illustrated with empirical examples that are based on acoustical analyses.
![Research paper thumbnail of Eine piagetsche Perspektive der Gesangsentwicklung [Translated with www.DeepL.com]](https://attachments.academia-assets.com/118643977/thumbnails/1.jpg)
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Bulletin of the Council for Research in Music Education, 1997
Approaching the Song Acquisition Process Bulletin for the Council for Research in Music Education... more Approaching the Song Acquisition Process Bulletin for the Council for Research in Music Education Summer, 1997, No. 133 Stefanie Stadler Elmer University of Zurich Zurich, Switzerland Abstract How do children acquire new songs? How can we analyze and represent ...
European Journal of Educational Research, 2021
In educational research, audio-video recordings allow observing a lesson repeatedly. The collecte... more In educational research, audio-video recordings allow observing a lesson repeatedly. The collected data needs to be transcribed for analysis. Although methodologies for transcribing video-recorded lessons are established, there is lack of transcription methodologies for certain types of lessons, such as in arts education or the teaching to create new products. In our research project, we examine the teaching-learning of songs in class. Because of the absence of suitable transcription methodologies, we developed a new systematic approach. This paper presents the Lesson Activities Map (LAMap), which consists of symbols and icons representing graphically the constitutive elements of a domain-specific lesson. As a result, the LAMap provides a visualisation of the lesson content-in this context the song-and of how a teacher works on parts and the whole. The graphic representation supports the lesson analysis from different perspectives. The LAMap methodology and applications are valuable for transcribing other subject-specific lessons.
Zenodo (CERN European Organization for Nuclear Research), Nov 28, 2019
Dieser Text skizziert den theoretischen Rahmen unserer Studie zum räumlichen Zeichnen im Kontext ... more Dieser Text skizziert den theoretischen Rahmen unserer Studie zum räumlichen Zeichnen im Kontext der Primarschule. Wir konzentrieren uns auf die Tiefendarstellung eines einzelnen Raumkörpers als einem von drei Aspekten der zeichnerischen Raumdarstellung von Kindern-neben der Darstellung der Raumlagebeziehung und des Gesamtbildraums. Einen Quader in Form einer Schachtel abzuzeichnen, ist ein allgemeines Darstellungsproblem, zu welchem in unserer Kultur verschiedenartige Lösungen überliefert sind und praktiziert werden. Aus strukturgenetischer Sicht interessiert uns der Prozess der Problemlösung, wie er in video-grafierten Einzelfallstudien von Kindern-adaptiv und intuitiv von der Lehrperson begleitet-gestaltet wird. Wir rekonstruieren diesen Prozess im Detail und zeigen exemplarisch an einem empirischen Ausschnitt aus einer Fallstudie auf, wie wir den theoretischen Begriff der "Wohlgeformtheit"verwenden, um damit die strukturelle Ausrichtung an Gestaltqualitäten und an impliziten Regelsystemen räumlicher Darstellung zu bezeichnen.
British Journal of Music Education
Through micro-genetic analysis of early singing, I describe and explain the complexity of song as... more Through micro-genetic analysis of early singing, I describe and explain the complexity of song as an elementary cultural expression. For educators, it is important to understand the key role of song with and by young children as a means to convey feelings and musico-linguistic rules. Song consists of melody and lyrics, both of which are connected by metrical rules to form a Gestalt. A song sung by 18-month-old Lynn exemplifies that she produces the melody with ease, but shows difficulty forming the words. By following rules, she forms and expresses feelings of belonging to those who shared their singing with her previously.
Tue purpose of this paper is twofold. First, it briefly characterizes how Piaget's theory has... more Tue purpose of this paper is twofold. First, it briefly characterizes how Piaget's theory has been mainly applied in music psychology and education to date. After discussing the major shortcomings of this approach, the core elements of the theory as applied to music are re-evaluated. Second, a new theoretical approach is proposed and elaborated in more detail with re spect to the development of singing. Tue focus on singing is motivated by the fact that it is an elementary and universal means of expressing the basic musical parameters, namely the timing of pitches, from early on in ontogeny. Finally, the delineated approach is exemplified with an excerpt from the initial phase of song acquisition of two pre-school children.
Oerter, Rolf ua (Hrsg.): Enzyklopädie der Psychologie, …, 2005
The mission of the IPTS is to provide customer-driven support to the EU policy-making process by ... more The mission of the IPTS is to provide customer-driven support to the EU policy-making process by researching science-based responses to policy challenges that have both a socio-economic and a scientific or technological dimension. ... European Commission Joint Research ...
Stadler Elmer, S. (2014). Bildungsakzent Musik für kleine Kinder - das Konzept Bamukki. In M. Dartsch (Hrsg.), Musik im Vorschulalter, (S. 58-67). Gustav-Bosse-Verlag. , 2014
Musik ist der früheste Kulturbereich, der sich bei Kindern bereits während des ersten Lebensjahrs... more Musik ist der früheste Kulturbereich, der sich bei Kindern bereits während des ersten Lebensjahrs anbahnt. Kinder können schon vor der Geburt Schall wahrnehmen, und musikalische Eigenschaften sind ihnen von Natur aus leicht zugänglich. Kinder sind nicht nur sehr interessiert an allem, was klingt, sie sind auch schon früh musikalisch produktiv durch Singen und Tanzen. In den vergangenen Jahren haben Forschungen gezeigt, dass sich früh begonnene musikalische Förderung günstig auf eine Vielfalt von Bereichen auswirkt, z. B. Spracherwerb, Emotionsregulation, Bindung, Kooperation, Zeit- und Raumvorstellung.
Die Anwendung solcher Erkenntnisse ist vor allem im Kontext von Kindertages- stätten wirksam, wo Erzieherinnen gemeinsam mit den Kindern eine Musikkultur aufbauen und pflegen können. Um den Transfer von Wissen aus der Forschung in die Praxis zu unterstützen wird vorgeschlagen, 1) dass Erziehungspersonen ihre musika- lischen Grundkompetenzen und musikpsychologisches Wissen in Aus- und Weiter- bildung vermehrt erweitern können, 2) dass pädagogische Einrichtungen den Kindern ermöglichen, an einer vielseitigen und lokal verankerten Musikkultur teilzunehmen. Die Ziele dieses Beitrags sind erstens, die theoretischen Grundlagen zu liefern, die für „Musik“ als Bildungsakzent für kleine Kinder (Bamukki) von Bedeutung sind, und zweitens ein Modell zu beschreiben, welches anhand dieses theoretischen Konzepts als Musikkita schrittweise umgesetzt, weiter entwickelt und wissenschaftlich begleitet wird. Eine Übersicht zu den musikalischen Bereichen und zu entwicklungspsychologi- schen und pädagogischen Leitfragen für Forschung und Praxis macht deutlich, dass die normativen Bereiche und Wertsetzungen mit den Beteiligten zu verhandeln sind, denn sie sind politische Angelegenheiten und erfordern Vereinbarungen.
Frontiers in Psychology
From a biological point of view, the singing of songs is based on the human vocal learning capaci... more From a biological point of view, the singing of songs is based on the human vocal learning capacity. It is universally widespread in all cultures. The transmission of songs is an elementary cultural practice, by which members of the older generations introduce both musico-linguistic rules and affect-regulative means to the younger ones. Traditionally, informal singing in familiar settings primarily subserves affect-regulation goals, whereas formal song transmission is embedded in various normative claims and interests, such as preserving cultural heritage and representing collective and national identity. Songs are vocal acts and abstract models that are densely structured and conform to cultural rules. Songs mirror each generations’ wishes, desires, values, hopes, humor, and stories and rest on unfathomable traditions of our cultural and human history. Framed in the emerging scientific field of didactics, I argue that research on formal song transmission needs to make explicit the ...
The Music Practitioner, 2017
BzL - Beiträge zur Lehrerinnen- und Lehrerbildung
Dieser Beitrag diskutiert das Thema curricularer Normen und einige Probleme der musikalischen Aus... more Dieser Beitrag diskutiert das Thema curricularer Normen und einige Probleme der musikalischen Ausbildung von Lehrerinnen und Lehrern. Gilt die Norm, dass Musik zur Allgemeinbildung gehört, so hat dies Folgen für die Gestaltung der Ausbildung auf allen Ebenen. Es werden wissenschaftsorientierte Grundsätze und praktische Vorgehensweisen vorgeschlagen, die die Beliebigkeit der musikalischen Ausbildung reduzieren und langfristig eine wirksame Qualität der (kulturellen) Allgemeinbildung gewährleisten. Drei innovative Schritte gilt es in der musikpädagogischen Ausbildung einzuleiten: 1. Einbezug von pädagogisch-psychologischen Erkenntnissen, 2. Bildungsforschung, 3. curriculare Normen.
Singing is a universal and biologically based ability that develops parallel with speaking or eve... more Singing is a universal and biologically based ability that develops parallel with speaking or even precedes it. From the viewpoint of a structural genetic constructivism, singing emerges from the earliest vocal play - and it is the earliest musical expression. The prolongation of vowels - one of the culture-free defining features of singing - creates the impression of singing. Originally, singing is accompanied with positive emotional states (e.g. well-being). Singing enhances social attachment, feelings of social belonging, but also the reverse, social exclusion, thereby coining cultural identity. In social contexts, vocal sounds become meaningful and are symbolised, both by producing and by listening. Singing, as music making, is play; however, to achieve conventionalised forms of using the voice, the child has to learn cultural specific rules. Vocal and musical behaviour are highly adaptive and constructive. Development is a construction of actions, starting with sensori-motor activities. Vocal development starts at birth, and gradually adapts to the cultural surrounding and its conventions concerning language, music, and social rules. The organisation of the actions adapts to the environment, and gradually are internalised as mental structures. Actions and thoughts become more and more differentiated, controlled, and conscious. The child approaches vocal sounds to musical and linguistic symbols through playing and imitating. There are huge individual differences regarding the development of the musical potential. The developmental course is not age-related, but can be conceptualised according to newly emerging qualities in the organisation of actions and thoughts. Hypotheses about the developmental sequence are outlined as consecutive stages and illustrated with empirical examples that are based on acoustical analyses.
Bulletin of the Council for Research in Music Education, 1997
Approaching the Song Acquisition Process Bulletin for the Council for Research in Music Education... more Approaching the Song Acquisition Process Bulletin for the Council for Research in Music Education Summer, 1997, No. 133 Stefanie Stadler Elmer University of Zurich Zurich, Switzerland Abstract How do children acquire new songs? How can we analyze and represent ...
European Journal of Educational Research, 2021
In educational research, audio-video recordings allow observing a lesson repeatedly. The collecte... more In educational research, audio-video recordings allow observing a lesson repeatedly. The collected data needs to be transcribed for analysis. Although methodologies for transcribing video-recorded lessons are established, there is lack of transcription methodologies for certain types of lessons, such as in arts education or the teaching to create new products. In our research project, we examine the teaching-learning of songs in class. Because of the absence of suitable transcription methodologies, we developed a new systematic approach. This paper presents the Lesson Activities Map (LAMap), which consists of symbols and icons representing graphically the constitutive elements of a domain-specific lesson. As a result, the LAMap provides a visualisation of the lesson content-in this context the song-and of how a teacher works on parts and the whole. The graphic representation supports the lesson analysis from different perspectives. The LAMap methodology and applications are valuable for transcribing other subject-specific lessons.
Zenodo (CERN European Organization for Nuclear Research), Nov 28, 2019
Dieser Text skizziert den theoretischen Rahmen unserer Studie zum räumlichen Zeichnen im Kontext ... more Dieser Text skizziert den theoretischen Rahmen unserer Studie zum räumlichen Zeichnen im Kontext der Primarschule. Wir konzentrieren uns auf die Tiefendarstellung eines einzelnen Raumkörpers als einem von drei Aspekten der zeichnerischen Raumdarstellung von Kindern-neben der Darstellung der Raumlagebeziehung und des Gesamtbildraums. Einen Quader in Form einer Schachtel abzuzeichnen, ist ein allgemeines Darstellungsproblem, zu welchem in unserer Kultur verschiedenartige Lösungen überliefert sind und praktiziert werden. Aus strukturgenetischer Sicht interessiert uns der Prozess der Problemlösung, wie er in video-grafierten Einzelfallstudien von Kindern-adaptiv und intuitiv von der Lehrperson begleitet-gestaltet wird. Wir rekonstruieren diesen Prozess im Detail und zeigen exemplarisch an einem empirischen Ausschnitt aus einer Fallstudie auf, wie wir den theoretischen Begriff der "Wohlgeformtheit"verwenden, um damit die strukturelle Ausrichtung an Gestaltqualitäten und an impliziten Regelsystemen räumlicher Darstellung zu bezeichnen.
British Journal of Music Education
Through micro-genetic analysis of early singing, I describe and explain the complexity of song as... more Through micro-genetic analysis of early singing, I describe and explain the complexity of song as an elementary cultural expression. For educators, it is important to understand the key role of song with and by young children as a means to convey feelings and musico-linguistic rules. Song consists of melody and lyrics, both of which are connected by metrical rules to form a Gestalt. A song sung by 18-month-old Lynn exemplifies that she produces the melody with ease, but shows difficulty forming the words. By following rules, she forms and expresses feelings of belonging to those who shared their singing with her previously.
Tue purpose of this paper is twofold. First, it briefly characterizes how Piaget's theory has... more Tue purpose of this paper is twofold. First, it briefly characterizes how Piaget's theory has been mainly applied in music psychology and education to date. After discussing the major shortcomings of this approach, the core elements of the theory as applied to music are re-evaluated. Second, a new theoretical approach is proposed and elaborated in more detail with re spect to the development of singing. Tue focus on singing is motivated by the fact that it is an elementary and universal means of expressing the basic musical parameters, namely the timing of pitches, from early on in ontogeny. Finally, the delineated approach is exemplified with an excerpt from the initial phase of song acquisition of two pre-school children.
Oerter, Rolf ua (Hrsg.): Enzyklopädie der Psychologie, …, 2005
The mission of the IPTS is to provide customer-driven support to the EU policy-making process by ... more The mission of the IPTS is to provide customer-driven support to the EU policy-making process by researching science-based responses to policy challenges that have both a socio-economic and a scientific or technological dimension. ... European Commission Joint Research ...
Stadler Elmer, S. (2014). Bildungsakzent Musik für kleine Kinder - das Konzept Bamukki. In M. Dartsch (Hrsg.), Musik im Vorschulalter, (S. 58-67). Gustav-Bosse-Verlag. , 2014
Musik ist der früheste Kulturbereich, der sich bei Kindern bereits während des ersten Lebensjahrs... more Musik ist der früheste Kulturbereich, der sich bei Kindern bereits während des ersten Lebensjahrs anbahnt. Kinder können schon vor der Geburt Schall wahrnehmen, und musikalische Eigenschaften sind ihnen von Natur aus leicht zugänglich. Kinder sind nicht nur sehr interessiert an allem, was klingt, sie sind auch schon früh musikalisch produktiv durch Singen und Tanzen. In den vergangenen Jahren haben Forschungen gezeigt, dass sich früh begonnene musikalische Förderung günstig auf eine Vielfalt von Bereichen auswirkt, z. B. Spracherwerb, Emotionsregulation, Bindung, Kooperation, Zeit- und Raumvorstellung.
Die Anwendung solcher Erkenntnisse ist vor allem im Kontext von Kindertages- stätten wirksam, wo Erzieherinnen gemeinsam mit den Kindern eine Musikkultur aufbauen und pflegen können. Um den Transfer von Wissen aus der Forschung in die Praxis zu unterstützen wird vorgeschlagen, 1) dass Erziehungspersonen ihre musika- lischen Grundkompetenzen und musikpsychologisches Wissen in Aus- und Weiter- bildung vermehrt erweitern können, 2) dass pädagogische Einrichtungen den Kindern ermöglichen, an einer vielseitigen und lokal verankerten Musikkultur teilzunehmen. Die Ziele dieses Beitrags sind erstens, die theoretischen Grundlagen zu liefern, die für „Musik“ als Bildungsakzent für kleine Kinder (Bamukki) von Bedeutung sind, und zweitens ein Modell zu beschreiben, welches anhand dieses theoretischen Konzepts als Musikkita schrittweise umgesetzt, weiter entwickelt und wissenschaftlich begleitet wird. Eine Übersicht zu den musikalischen Bereichen und zu entwicklungspsychologi- schen und pädagogischen Leitfragen für Forschung und Praxis macht deutlich, dass die normativen Bereiche und Wertsetzungen mit den Beteiligten zu verhandeln sind, denn sie sind politische Angelegenheiten und erfordern Vereinbarungen.
Frontiers in Psychology
From a biological point of view, the singing of songs is based on the human vocal learning capaci... more From a biological point of view, the singing of songs is based on the human vocal learning capacity. It is universally widespread in all cultures. The transmission of songs is an elementary cultural practice, by which members of the older generations introduce both musico-linguistic rules and affect-regulative means to the younger ones. Traditionally, informal singing in familiar settings primarily subserves affect-regulation goals, whereas formal song transmission is embedded in various normative claims and interests, such as preserving cultural heritage and representing collective and national identity. Songs are vocal acts and abstract models that are densely structured and conform to cultural rules. Songs mirror each generations’ wishes, desires, values, hopes, humor, and stories and rest on unfathomable traditions of our cultural and human history. Framed in the emerging scientific field of didactics, I argue that research on formal song transmission needs to make explicit the ...
The Music Practitioner, 2017
Songs are cultural rituals that are governed by rules in order to yield well-formed performances.... more Songs are cultural rituals that are governed by rules in order to yield well-formed performances. Traditionally, parents and caretakers intuitively introduce infants and young children into this practice, for instance by lullabies and play songs. Provided that children are engaged in this practice, they start song singing around the end of the first year and during their second year. In order to study the teaching and learning of songs as a trans-generational cultural practice, the formal principles and rules of traditional children's songs have been extracted and initially sketched out as a grammar. This grammar of children's songs draws on music and language as generative systems, and it elucidates the rules how musical and linguistic elements are simultaneously combined into a coherent and well-formed unit. As each language has specific prosodic rules, this grammar so far is restricted to children's songs in a particular language, i.e., German. The application of the grammar is shown by microanalyses of children's song acquisition processes. In a quasi-experimental study, children were asked to learn newly composed songs that tacitly, yet deliberately violate the grammar. Case studies demonstrate the strategies children apply to cope with the violations and to create well-formed songs. Interestingly, children not only show implicit knowledge of the children's songs' grammar, but also exhibit an aesthetic sense of well-formedness. Since the grammar of children's songs encompasses musico-linguistic elements and rules, implications not only concern a structural approach to musical development, but also to language and to the synchronisation of movements.