Music education with tradition
Music teacher training has been offered at the University of Siegen since it was founded as a comprehensive university in 1972. Initially, the teaching qualifications of primary, secondary and intermediate schools were offered; for some time now, it has also been possible to study to become a secondary school teacher, also as a major subject (music+music).
At the same time, music education in Siegen has traditionally had a strong focus on research, which has been set differently by each of the post holders.
Here we provide information about the research activities of the Music Education team.
Music education introduces itself
Research, teaching and support
"Thinking about music from a music education perspective is central to our work in both teaching and research. We work on topics from comparative and historical music education research, accompany students in their professionalization processes and support those who already teach music at school during their studies."
"Based on music as a social practice, we aim to support students in their development and their multi-layered acquisition of skills on their way to becoming music teachers - in a musically and artistically authentic and academically informed way. Because giving music lessons, initiating and leading ensembles, all this goes hand in hand with the obligation to pursue school development. After all, music is essential for schools as a place to live, learn and experience."
Our research profile
Learning and teaching music
Comparative music education research is the observation, description and interpretation of the prerequisites, conditions and possibilities of appropriating and teaching music in different contexts. The prerequisite for this is not only an understanding of music education as a cultural phenomenon, but also an awareness of the subject-relatedness of the observer. Comparative music education should help to reflect on the use of one's own concepts and practices and at the same time open the horizon for different problem-solving strategies.
The current focus is on ESD (SDG), national policies and global identities as well as language-sensitive music education under a comparative paradigm.
Historical music education research looks at music-related teaching and learning in the past, whereby the "engagement with the past [...] serves to critically examine one's own position, self-image, present and future coping" (Kraemer, 2007, p. 331).
The focus is on specialist historiography, the culture of remembrance and institutional history.
Teaching research is dealt with here - as at many other locations - under certain questions.
The main topics are talking about music, judgment-sensitive music lessons and improvisation models.
We conductcurriculum research from both a comparative and a historical perspective in a variety of ways.
Main research areas
- Comparative music education research
- Historical music education research
- Teaching research
- Curriculum research
