Frede V. Nielsen:

On relations between practical and scientific music pedagogy: How can research attain a significant bearing on musico-pedagogical practice?

The article deals with problems in scientific theory concerning music pedagogy as a field of research and its relations to the practice of music education. The following problems are discussed: - Fundamental relations between pedagogical research and practice with regard to the definition of research problems and the development and application of results. - The distinctive task to be undertaken by research in its relationship with the sphere of practice. - Examples of research which has had an impact within the area of practice.

The following conclusion are drawn: The relation may be characterized as a continuum ranging from remoteness through cooperation to full integration. A typology is drawn up (fig.3). All these types of relationship are necessary. Research is in itself a practice, which has to adopt an attitude to the practice of both music education and music proper. Like other kinds of pedagogical research, music pedagogy is ultimately founded on norms. Consequently, it has to do its utmost not to degenerate into ideology.

The distinctive task of musico-pedagogical research is to problematize, examine and develop conditions and potentialities within the practice of music edaucation by rendering them accessible to consciousness and conceptual thought in verbal terms. As scientific scholarship it is committed to a distinctive concept of knowledge and a distinctive demand for articulateness.

The teacher has an important part to play in the application of research to practice. Accordingly, more attention should be focused on the education of teachers and of teacher-educators in future.

Examples are produced as to how research may matter to practical music teaching. Generally, however, the verdict is that the influence is indirect, sporadic and casual or possibly absent. The causes of this are discussed.

An overall conclusion is that the relation between research within music pedagogy and practice should be marked by closeness and remoteness at the same time in order to insure relevance as well as quality and integrity.