Prof. Dr. Lars Oberhaus
Phone: +49 (0) 441 - 798 2080
Music pedagogy defines itself as a collective term for all practical and theoretical efforts around music-referred processes of appropriation and mediation, which are important for education, culture, teaching, learning and tuition. The relationship between humans, music and music-bonded experiences occupies center stage.
The Music didactics subject is the teaching and learning of music in terms of instruction. Its purpose is most of all the development of justifiable and verifiable decisions for teaching practice. Music pedagogy and music didactic build a scientific perspective on music lessons together, that explains the common ground of music teaching and learning with different focusses of research and teaching.
The music pedagogy at the university Oldenburg boasts a strong experience- based and socio-critical tradition and a specific profile, by addressing listening habits, dealing with electronic media, or the appropriation of reality. In keeping with this last aspect, a highly topical goal of music pedagogy is to understand the development of musical appropriation to appreciate the present education reality against the backdrop of an alternative horizon of meaning. This high ideal of music education requires a constant analysis of music-referred perspectives in life that are connected to guiding principles such as humanity, freedom, tolerance, self-determination, critical ability, emancipation and democracy.
Historic- hermeneutic (“systematic”) as well as empirical projects in the area of music pedagogic researches are being pursued. Herein lies the aspects of the teaching- and learning research, the aspects of the transcultural pedagogy as well as part of the philosophy of music education.
The music pedagogy is organized highly interdisciplinary. This affects school learning areas, such as music and sports (dance), music and german (literature/ language) or music and history (eras, composer). Interdisciplinary paths are also adopted in the area of research, for example in music psychology (cognition), music history (biography) or in the area of music and media (media competence). In the future, this research will be used to strengthen the area of early childhood music education. Particularly in view on the acquisition of elementary music-referred competences and the education of preschool teachers.
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