Active Music Education versus Excessive Theorization and Digital Mediation
Active Music Education versus Excessive Theorization and Digital Mediation

Summary/Abstract: This study analyses the impact of excessive theorization and digital mediation on contemporary music education, highlighting the limitations of predominantly passive and technology-driven pedagogical models. In contrast, active music pedagogies, particularly the Dalcroze method, alongside the Orff and Kodály approaches, promote experiential learning based on movement, bodily involvement, creativity, and active participation. Drawing on recent research in cognitive neuroscience, educational psychology, and the theory of embodied cognition, the article highlights the positive effects of active pedagogies on rhythmic perception, auditory-motor coordination, executive attention, creativity, and the development of intellectual autonomy. In contrast to the passivity generated by digital consumption and predominantly reproductive educational models, the Dalcroze method proposes a reconnection of the body with the process of knowledge acquisition and the restoration of the living, organic, and formative nature of musical experience.

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