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Arts Education Policy Review Volume 116, 2015 - Issue 3: Constructivism, Policy, and Arts Education

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Constructivism, Policy, and Arts Education: Synthesis and Discussion

Jackie WigginsOakland University, Rochester, Michigan, USACorrespondence[email protected]

Pages 155-159 | Published online: 24 Jul 2015

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https://doi.org/10.1080/10632913.2015.1038674
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Notes

1. For more information about the constructivist nature of learning and the role of agency in the process, see Brooks and Brooks Citation(2001), Fosnot ([Citation1996] Citation2005), Rogoff (Citation1990; Citation2003), Rogoff and Lave Citation(1984), Vygotsky Citation(1978), Wenger Citation(1998), Wertsch Citation(1985), and Wiggins (Citation2015a; Citation2015b).

2. For in-depth discussions of the nature and role of personal and musical agency in the music learning process, see Wiggins (Citation2011b; Citation2015c).

Brooks, J. G., and M. G. Brooks. 2001. In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

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Rogoff, B. 1990. Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.

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———.2003. The cultural nature of human development. New York: Oxford University Press.

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Wertsch, J. V., ed. 1985. Culture, communication and cognition: Vygotskian perspectives. New York: Cambridge University Press.

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———.2015a. Teaching for musical understanding. 3rd ed. New York: Oxford University Press.

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———.2015b. Teaching music with a social constructivist vision of learning. In Approaches to teaching classroom music: Methods, issues, and viewpoints, ed. C. R. Abril and B. M. Gault. New York: Oxford University Press.

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———.2011b. Vulnerability and agency in being and becoming a musician. Music Education Research 13 (4): 355–67. doi: 10.1080/14613808.2011.632153

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———.2015c. Musical agency. In The child as musician: A handbook of musical development, 2nd ed., ed. G. McPherson. New York: Oxford University Press.

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