Musikalische Praxen aus pädagogischen Perspektiven

In the essays in this volume, various authors from the current discourse on music education and musicology take up and discuss topics that Christopher Wallbaum has brought into the field of music education. Didactic, philosophical, cultural-theoretical and methodological questions form two major focal points: A first group of texts deals in a constructive-critical form with music didactic-conceptual approaches such as process-product didactics and the model Experiencing and Comparing Music Practices. The second group of texts deals with perspectives of music pedagogical research. The focus is on reflections on practice-theoretical perspectives on teaching, on work with classroom videographies and on international comparative issues. Christopher Wallbaum has shaped music education for almost 40 years as a teacher and university lecturer, as a musician and as a person. His thoughts and actions show the subject as an exciting and challenging, often also pleasurable problem area. He was and is always interested in the mediation of scientific discourse and concrete teaching practice and has provided essential impulses for music education research and teaching.