Méthodologies d'apprentissage par le service et par le projet dans l'enseignement musical supérieur : une revue de la littérature
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INTRODUCTION. Des recherches récentes soulignent le potentiel de l’apprentissage multidimensionnel et holistique dans le processus de transformation éducative, dans la prestation de services sociaux par l’université et dans le développement de l’identité professionnelle. Cet article vise à analyser la relation entre les méthodologies d’Apprentissage par le Service et d’Apprentissage par Projet dans l’enseignement supérieur de la musique et l’acquisition de compétences transversales. MÉTHODE. Une revue de 29 articles sur les deux méthodologies dans l’enseignement supérieur de la musique, publiés entre 2012 et 2022, a été réalisée. Les articles ont été sélectionnés dans les bases de données WoS, Scopus et ERIC. Quatre catégories ont été explorées : (1) interaction sociale, (2) croissance personnelle, (3) apprentissage académique et (4) défis liés à la mise en oeuvre et à la contextualisation des méthodologies. RÉSULTATS. Les résultats montrent que, dans le contexte de l’enseignement supérieur de la musique, les deux méthodologies ont un impact potentiellement positif sur le développement des compétences transversales chez les étudiants. La revue montre des bénéfices dans des aspects sociaux tels que le développement de la responsabilité civique et des compétences de communication entre pairs et enseignants ; des aspects académiques tels que l’adaptation à des environnements d’apprentissage complexes, des objectifs mutuellement bénéfiques et une autorité partagée ; et des aspects de développement personnel tels que la flexibilité, la solidarité et le respect. La revue montre également que la pratique réflexive contribue à développer l’ouverture des étudiants à la critique constructive, ce qui est perçu comme une contribution positive à l’apprentissage. CONCLUSIONS. Les méthodologies étudiées peuvent favoriser la croissance personnelle des étudiants, la réduction de leurs biais en classe et l’appréciation réflexive et consciente de leur propre apprentissage. Il faut prendre en compte les défis liés à la complexité de l’ajustement des projets au curriculum académique et aux besoins de la communauté, ainsi que la grande quantité de temps et d’efforts nécessaires pour le processus. Enfin, des recherches supplémentaires utilisant différents termes de recherche et critères sont encouragées pour obtenir une compréhension plus large de la manière dont les initiatives musicales peuvent être conçues et mises en oeuvre à travers ces méthodologies, la projection qu’elles peuvent avoir et comment la recherche est menée dans ce domaine.
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