Daniel Prantl
Universität Leipzig, Erziehungswissenschaftliche Fakultät, Project Coordinator "Inklusion Gemeinsam Gestalten"
Daniel Prantl: substitute professorship for music education at the department for teacher teaching, University of Music "Carl Maria von Weber" in Dresden since 9/2021. Previously research associate and university teacher in the field of music education since 12/2012 at the University for music and theatre “Felix Mendelssohn Bartholdy” in Leipzig. Born in Regensburg, he studied chemistry, school music, cello and mathematics in Leipzig and graduated with a master of education and the “2. Staatsexamen” as secondary teacher. Since 2016 he is also working as freelance consultant in academic research and teaching with a special focus on videographic settings. Main research interests are comparative perspectives on music education and video-based classroom research. In July 2021, he sucessfully finalised his PhD Thesis regarding the interdependence of theories of school music and instrumental teaching.
Supervisors: Christopher Wallbaum
Supervisors: Christopher Wallbaum
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Summary: Discourse in (intercultural) music education recently often refers to a meaning-oriented view on culture, especially to a notion of culture focussing on processes of the assignment of meanings (Barth, 2008). A praxeological perspective on culture that also introduces a variation of this meaning-oriented view remains relatively unregarded hitherto. This perspective can lead to a shift in the view upon music teaching in classrooms: Cultural differences thus appear less as relations between familiar and strange cultures but as overlaps of different cultural ,pieces’ that are processed in classroom practices in situ. The herein presented study shows selected analyses of such music-related cultural differences in two music lessons on video. In doing this, on the one hand different types of music-related cultural pieces can be described. On the other hand, meanings of overlappings of those pieces in the context of the whole lesson are highlighted.
Summary: Discourse in (intercultural) music education recently often refers to a meaning-oriented view on culture, especially to a notion of culture focussing on processes of the assignment of meanings (Barth, 2008). A praxeological perspective on culture that also introduces a variation of this meaning-oriented view remains relatively unregarded hitherto. This perspective can lead to a shift in the view upon music teaching in classrooms: Cultural differences thus appear less as relations between familiar and strange cultures but as overlaps of different cultural ,pieces’ that are processed in classroom practices in situ. The herein presented study shows selected analyses of such music-related cultural differences in two music lessons on video. In doing this, on the one hand different types of music-related cultural pieces can be described. On the other hand, meanings of overlappings of those pieces in the context of the whole lesson are highlighted.
Christopher Wallbaum hat nahezu 40 Jahre lang die Musikpädagogik als Lehrer und Hochschullehrer, als Musiker und Mensch geprägt. Sein Denken und Handeln zeigt das Fach als spannendes und herausforderndes, oftmals auch vergnügliches Problemfeld. Er war und ist stets an der Vermittlung von wissenschaftlichem Diskurs und konkreter Unterrichtspraxis interessiert und hat wesentliche Impulse für die musikpädagogische Forschung und Lehre gesetzt.