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26 Cards in this Set
- Front
- Back
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General Music
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Comprehensive study of music for all students
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comprehensive
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singing, playing, moving, listening, creating, describing, and relating music to other areas of learning, implies a balanced and sequential curriculum
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Jean Piaget
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preoperational k-2
concrete operations 2-5 formal operations 5 |
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Jerome Bruner
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identified enactive, iconic, and symbolic modes of representation
first move to Yankee Doodle (enactive) then use short and long lines to shoe rhythm (iconic) then use standard notation (symbolic) |
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discovery method
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bruner advocated, spiral curriculum in which topics are revisited in more complex ways
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Howard Gardener
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developed theory of multiple intelligences, identifies music as a separate intelligence,
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How elementary children typically learn
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by seeing, hearing, touching, moving, exploring, and manipulating objects in their environment
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Lowell Mason
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1838, sound before sight, theory follows practice, active learning, only used singing
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Tomlins
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advocated importance of developing one's aesthetic nature
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James Dewey
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early 1900s marked the child study movement and beginning of progessive education
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Carl Seashore
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1st music aptitude/acheivement tests
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Karl Gherkens
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Music for every child, every child for music.
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James Mursell
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emphasis on process or experience rather than the product, Gestaltist, educating the whole child
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The Tanglewood Symposium
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called for music to be placed at the core of the curriculum
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apathy towards arts
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1960's-1990's
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Orf-Schulwerk
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process begins where child is, uses rhymes, chants, and songs, imitation, exploration, literacy, and improv, speech play, body percussion, doing more than one thing at one time, MOVEMENT, IMPROV
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Kodaly
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folk song material, sequential learning, using solfege, rhythmic sequence (ta, ti-ti), inner hearing, listening, and performance skills, music literacy, music belongs to everyone
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Dalcroze
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ear training/solfege, improv, EURHYTHMICS,
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Suzuki
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parents=big part, mother tongue, learn to do based on listening
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Contrasting behavioirs
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wants to be independent/dependent on peer group
sturggles for freedom/yearns for structure has adult vocab/knowledge/uses childlike logic/feelings has short attention span/can obssess anxious to wear adult cloths/embarrased by growth into adult body exhibits high energy level/submits to lethargy/depression displays air of confidence/feels insecure about self denies affection and approval adults/seeks it can seem like and adult in a child's body/vice versa |
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two types of secondary music
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performance and nonperformance
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spiral curriculum
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still incorporate the same musical behaviors in elementary school except expected to perform to a higher degree of proficiency
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goal
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to create life long consumers and active participants in musical activity
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Charles Leonhard and Bennett Reimer
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articulated the need for music as par of an aesthetic education
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Patrick S. Gilmore
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father of the concert band in US
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John Phillip Sousa
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gave public music it wanted to hear, entertainment
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