Chapter 2
FROM THEORY and RESEARCH TO PRACTICE
Amber Hall
MUSE 100
Dr. Palmer
RT 3
Principles of Instructional Sequencing are introduced in the second chapter of the book Sound Connections. The chapter discusses several comprehensive methods of teaching, however, a specific method has not been identified as the most effective for teaching music literacy. There are several “best-practice” strategies that can serve as guidelines for teaching music literacy. Ester continues the introduction by listing several principles that have gained overwhelming consensus in the music field.
The first principle is systematic instruction; this method consists of the teacher reviewing prerequisite skills and relating what the child has previously learned to …show more content…
Ester discusses the common factors in both his and Gordon’s method. Ester notes that he is surprised that they have so much in common which should be considered a testament to the fundamental practicality of Gordon's method. Ester's biggest difference between the methods is that he simplifies the terminology practiced to be more user-friendly. This creates the idea that Gordon's method is far more different and complex, but the two methods are virtually the same. Ester notes that he does not wish to diminish the value of Gordon's work, but rather wants to make the instructional sequence easier to remember.
The next topic Ester discusses is the Sound Connections Learning Triangle. This is a recommended approach because it follows the principle of connecting sound and symbols to music literacy. The Learning Triangle shows the basic idea that the pathways within the triangle can function in any direction, however, to be most successful, the sound-syllable connection should be established before making the syllable-symbol connection. Ester notes that the sad reality is that most teachers do not teach verbal associations of tonal patterns, they simply teach beginners notation with fingerings to produce relative …show more content…
Upon reading this chapter, I learned a lot about the sequence I should use to teach. I really enjoyed the discussion about the skill-learning sequence such as echo techniques because that is what I was most familiar with. I was not as familiar with the echo translation process, however, that method seemed to be all-encompassing and I could eventually work towards using in my teaching. I also plan to teach systematically due to the research that shows higher student achievement. I also liked the discussion about improvisation; I never thought about how easy it could truly be to teach if you start at an early age.
Works
FROM THEORY and RESEARCH TO PRACTICE
Amber Hall
MUSE 100
Dr. Palmer
RT 3
Principles of Instructional Sequencing are introduced in the second chapter of the book Sound Connections. The chapter discusses several comprehensive methods of teaching, however, a specific method has not been identified as the most effective for teaching music literacy. There are several “best-practice” strategies that can serve as guidelines for teaching music literacy. Ester continues the introduction by listing several principles that have gained overwhelming consensus in the music field.
The first principle is systematic instruction; this method consists of the teacher reviewing prerequisite skills and relating what the child has previously learned to …show more content…
Ester discusses the common factors in both his and Gordon’s method. Ester notes that he is surprised that they have so much in common which should be considered a testament to the fundamental practicality of Gordon's method. Ester's biggest difference between the methods is that he simplifies the terminology practiced to be more user-friendly. This creates the idea that Gordon's method is far more different and complex, but the two methods are virtually the same. Ester notes that he does not wish to diminish the value of Gordon's work, but rather wants to make the instructional sequence easier to remember.
The next topic Ester discusses is the Sound Connections Learning Triangle. This is a recommended approach because it follows the principle of connecting sound and symbols to music literacy. The Learning Triangle shows the basic idea that the pathways within the triangle can function in any direction, however, to be most successful, the sound-syllable connection should be established before making the syllable-symbol connection. Ester notes that the sad reality is that most teachers do not teach verbal associations of tonal patterns, they simply teach beginners notation with fingerings to produce relative …show more content…
Upon reading this chapter, I learned a lot about the sequence I should use to teach. I really enjoyed the discussion about the skill-learning sequence such as echo techniques because that is what I was most familiar with. I was not as familiar with the echo translation process, however, that method seemed to be all-encompassing and I could eventually work towards using in my teaching. I also plan to teach systematically due to the research that shows higher student achievement. I also liked the discussion about improvisation; I never thought about how easy it could truly be to teach if you start at an early age.
Works