TRANSFERABILITY IN MUSIC EDUCATION: FROM PRACTICE ROUTINES TO PERFORMANCE-BASED LEARNING AND EVALUATION ACROSS DISCIPLINES
DOI:
https://doi.org/10.24193/subbmusica.2025.2.09Keywords:
music education, transfer of learning, performance-based learning, pedagogical strategiesAbstract
This article explores the concept of transferability in education with a focus on the practices of music education and their application across broader learning contexts. Drawing on theories of transfer and pedagogical frameworks, it examines how strategies such as disciplined practice routines, real-time feedback, performance-based evaluation, collaborative ensemble learning, and emotional engagement can enrich general educational settings. By analyzing how music-specific methods foster motivation, resilience, and deeper understanding, the article argues for their adaptability to non-music disciplines, enhancing both academic achievement and personal development. The discussion highlights the potential of music education to serve as a model for effective teaching practices that bridge knowledge, creativity, and real-world application. The article explores the social and emotional dimensions of transferability, highlighting how collaborative music-making encourages empathy, communication, and teamwork, which are essential competencies in any learning or professional context. It argues that by intentionally leveraging these experiences, educators can create more holistic learning experiences that connect individual skill development with collective achievement. Ultimately, the article positions music education not merely as a subject-specific endeavor but as a pedagogical paradigm with far-reaching implications for designing interdisciplinary curricula that nurture both cognitive and socio-emotional growth.
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