Musician and Teacher: An Orientation to Music Education
Patricia Shehan Campbell
Chapter 6. Theories of Musical Thinking and Doing
105 "Not all young people will achieve high levels of technical proficiency as singers or players. but they all have the capacity to perceive, understand and respond to music and to participate in its creation as performers composers and improvisers." How will this statement influence your teaching style?
106 Music is present in every known culture. How is this statement important to the future teacher?
111 Music can cause physiological changes... "goose bumps" ... that result from listening to music - let alone making it." Teachers need to be attuned to how the music "feels" .... Why? Check out Breaking Point 6.2
112 - Children's melodic development
by 4 years - recognize familiar songs
by Kindergarten - distinguish high and low, up and down
by primary - steps, leaps, repeated tones
by 3rd/4th grade - recognize melodic sequence
113 "Too often ... symbols are thrust upon children prior to their ability to discriminate musical concepts...." What does the statement "sound before sight" mean?
Distinguish among these theories:
Piaget's stages and Bruner's modes (see chart on p. 117)
The theory of socialization (116) - Vigotsky
The reinforcement theory (117) - Skinner
Constructivism (118)
Left-brain convergent thinkers and right-brain divergent thinkers (118)
Learning modalities (119) - visual, auditory, tactile/kinesthetic
-thought to be stable over time - Look at p. 121Theory of Multiple intelligence (120)
Be able to tell something about each of these important musician/educators. Also, know if he/she is currently working and/or where or approximately when he/she lived.
Jean Piaget
Jerome Bruner
Lev Vigotsky
B.F. Skinner
Howard Gardner
Patricia Shehan Campbell