The ways children learn music : an introduction and practical guide to music learning theory
How do children learn music? And how can music teachers help children to become independent and self-sufficient musical thinkers? The author sheds light on these issues in music education--all the while drawing from the contributions of perhaps the most influential thinker in the field today, Edwin E. Gordon. In the process, the author offers practical advice to music teachers interested in building a musical curriculum based on music learning theory. This book will appeal to music teachers looking for a concise, dynamic introduction to music learning theory, and parents curious about what their child should be learning in music, as well as anyone concerned about the major issues in music education today (including sequential learning, aptitude, accountability and musical development of young children
Print Book, English, ©2000
2nd ed., rev. and enl View all formats and editions
GIA Publications, Chicago, IL, ©2000
Juvenile works
xv, 207 pages : illustrations, music ; 22 cm
9781579991081, 1579991084
45891861
Part one: Music learning theory. Our main problem and a possible solution
Audiation
Whole-part-whole
Music aptitude and individual differences. The nature of music aptitude (and some philosophical issues) ; More philosophical issues ; The main purposes of aptitude testing ; Conclusion
Sound-before-sight-before-theory
Tonal syntax
Rhythm syntax
Music education on four levels. Irrefutable truths about music and music education ; Music learning theory ; Learning methods ; Differences between music learning theory and learning methods ; Classroom teaching ; Summary
Philosophy and music learning theory
Part two: Curriculum reform. Informal guidance. Absorption ; Random response ; Purposeful response ; Shedding egocentricity ; Breaking the code ; Introspection ; Coordination
Formal instruction. Aural/oral ; Verbal association ; Partial synthesis ; Symbolic association ; Composite synthesis ; Generalization ; Creativity/improvisation ; Theoretical understanding
Building a curriculum
Part three: Music learning theory in practice. Tonal and rhythm objectives. Tonal units and comprehensive objectives ; Tonal units and sequential objectives ; Rhythm units and comprehensive objectives ; Rhythm units and sequential objectives
Techniques for teaching patterns. General techniques for teaching patterns ; Specific techniques for teaching tonal patterns ; Specific techniques for teaching rhythm patterns ; Odds and ends
A few closing thoughts