A Primer on Music for Non-Musician Educators. Fastback 270.

Autor/inn/en	Merrion, Margaret Dee; Vincent, Marilyn Curt
Institution	Phi Delta Kappa Educational Foundation, Bloomington, IN.
Titel	A Primer on Music for Non-Musician Educators. Fastback 270.
Quelle	(1988), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-87367-270-4
Schlagwörter	Leitfaden; Unterricht; Lehrer; Affective Behavior; Cognitive Processes; Developmental Psychology; Elementary Secondary Education; Learning Processes; Learning Theories; Music Education; Music Theory; Psychomotor Skills; Teacher Education + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Affective disturbance; Active behaviour; Affektive Störung; Cognitive process; Kognitiver Prozess; Entwicklungspsychologie; Learning process; Lernprozess; Learning theory; Lerntheorie; Musikerziehung; Musiktheorie; Psychomotorische Aktivität; Lehrerausbildung; Lehrerbildung
Abstract	The objectives of this pamphlet are to: (1) introduce the processes of music learning to non-musician educators; (2) illustrate how music learning serves as a model for all learning; (3) enable educators to gain a new perspective of the demands and processes needed to develop musical talent; and (4) help non-musician administrators understand that music learning has many benefits beyond the public performances that entertain the community. For most individuals, music learning is developmental and requires continuing effort spread over a period of time. It has cognitive, psychomotor, and affective domains. The cognitive or intellectual component of music includes music history and a body of knowledge in music theory. The musical elements of rhythm, harmony, melody, form, style, and dynamics are the fundamentals of music theory. The psychomotor aspect of music learning involves sensory stimulation and perceptual processes; and the cognitive and psychomotor elements in the music learning process are transformed into affective learning experiences. As music is essentially an aural phenomenon, the ears play a major role in music processing. From the ear, musical impulses are picked up and transmitted via a neurological network to the brain. To help students develop musical skill and insight, music must be experienced. Musicianship can be developed to some degree by almost all persons through engaging in musical experiences. (SM)
Anmerkungen	Phi Delta Kappa, Eighth and Union, Box 789, Bloomington, IN 47402 ($0.75).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01