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Mots clés : didactique ; enseignants ; formation ; musique ; professionnalisation. AbstractIn this research, supported by the Swiss National Science Foundation (snsf), the teaching practices of instrumental and vocal didacticians are analyzed from several points of view. At first, these teaching practices give us information about the evolution of forming devices that concern didactic professors in Higher Music Schools. But they also bring to light the type(s) of vocational training followed by the student teachers. In this paper, we present: the research methodology (quantitative and qualitative), the professional models that underpin the teaching practices, the double function of embodiment (as a tool to teach an instrument or to sing, as a subject to study), The variety of roles a didactician has to put on.

Dans l’enseignement des arts, créativité et liberté de l’élève sont souvent associées. Le présent article s’interroge pourtant sur la fonction des contraintes dans les activités créatrices menées en classe, en particulier dans des activités d’improvisation et de composition. Le processus de dévolution, d’abord conceptualisé par les didacticiens des mathématiques, est ici examiné dans l’enseignement musical. Qu’implique ce processus, par lequel l’apprenant prend en charge des directions de recherche et des choix, de la part de l’enseignant, dans le cadre d’une séquence musicale consacrée à des productions originales? C’est une des questions centrales traitées ici.

Background Regular cognitive training can boost or maintain cognitive and brain functions known to decline with age. Most studies administered such cognitive training on a computer and in a lab setting. However, everyday life activities, like musical practice or physical exercise that are complex and variable, might be more successful at inducing transfer effects to different cognitive domains and maintaining motivation. "Body-mind exercises", like Tai Chi or psychomotor exercise, may also positively affect cognitive functioning in the elderly. We will compare the influence of active music practice and psychomotor training over 6 months in Mild Cognitive Impairment patients from university hospital memory clinics on cognitive and sensorimotor performance and brain plasticity. The acronym of the study is COPE (Countervail cOgnitive imPairmEnt), illustrating the aim of the study: learning to better "cope" with cognitive decline. Methods We aim to conduct a randomized controlled multicenter intervention study on 32 Mild Cognitive Impairment (MCI) patients (60–80 years), divided over 2 experimental groups: 1) Music practice; 2) Psychomotor treatment. Controls will consist of a passive test–retest group of 16 age, gender and education level matched healthy volunteers. The training regimens take place twice a week for 45 min over 6 months in small groups, provided by professionals, and patients should exercise daily at home. Data collection takes place at baseline (before the interventions), 3, and 6 months after training onset, on cognitive and sensorimotor capacities, subjective well-being, daily living activities, and via functional and structural neuroimaging. Considering the current constraints of the COVID-19 pandemic, recruitment and data collection takes place in 3 waves. Discussion We will investigate whether musical practice contrasted to psychomotor exercise in small groups can improve cognitive, sensorimotor and brain functioning in MCI patients, and therefore provoke specific benefits for their daily life functioning and well-being. Trial registration The full protocol was approved by the Commission cantonale d’éthique de la recherche sur l'être humain de Genève (CCER, no. 2020–00510) on 04.05.2020, and an amendment by the CCER and the Commission cantonale d'éthique de la recherche sur l'être humain de Vaud (CER-VD) on 03.08.2021. The protocol was registered at clinicaltrials.gov (20.09.2020, no. NCT04546451).