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

114 - Teaching without theories in mind is like driving into new territory without a road map or GPS.

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. 121

Theory 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