Teaching for musical understanding:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Oxford
Oxford Univ. Press
2015
|
| Ausgabe: | 3. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XIII, 267 S. graph. Darst., Notenbeisp. 24 cm |
Internformat
MARC
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| 245 | 1 | 0 | |a Teaching for musical understanding |c Jackie Wiggins, Oakland University |
| 250 | |a 3. ed. | ||
| 264 | 1 | |a Oxford |b Oxford Univ. Press |c 2015 | |
| 300 | |a XIII, 267 S. |b graph. Darst., Notenbeisp. |c 24 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
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| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Music / Instruction and study | |
| 650 | 4 | |a Music / Instruction and study / Psychological aspects | |
| 650 | 4 | |a Social constructionism | |
| 650 | 7 | |a Music / Instruction and study |2 fast | |
| 650 | 7 | |a Music / Instruction and study / Psychological aspects |2 fast | |
| 650 | 7 | |a Social constructionism |2 fast | |
| 650 | 4 | |a Musik | |
| 650 | 4 | |a Psychologie | |
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Datensatz im Suchindex
| _version_ | 1804153004606095360 |
|---|---|
| adam_text | CONTENTS
PREFACE
Xl
ACKNOWLEDGMENTS
ХІІІ
Chapter
ι
Learning: An Embodied, Constructive
Process l
Contemporary Understandings About Learning
1
Understanding as Schema
3
Understanding as Metaphor
4
Understanding as Image
6
Understanding as Embodied
7
Implications for Teaching
8
Contexts for Learning
11
Selected Resources
11
chapter
2
Learning: A Sociocultural, Constructive
Process
13
A Social
Constructivist
Vision of Learning
13
Scaffolding
16
Learning Is a Holistic Process
19
Learning Is Experiential, Not Necessarily Sequential
21
Learning Requires Learner Agency
22
Learner Agency and Teacher Power
23
A Social
Constructivist
Music Learning Community
24
Selected Resources
26
vi
CONTENTS
Chapter
з
Learning Music Through Embodied,
Constructive Process
27
Conceptualizing Music
27
Our Metaphorical Understanding of Music Concepts
28
Elements or Dimensions of Music?
30
Metadimensions of Music
32
Dimensions as Points of Entry: A Doorway In
35
How Do We Construct Our Concepts of Music?
36
Constructing Concepts in Context
37
Teaching for Musical Understanding
38
Selected Resources
40
Chapter
4
Learning Music Through Sociocultural,
Constructive Process
41
Teacher Roles
41
Scaffolding Learners
41
Establishing a Supportive Learning Environment
43
Finding Out What Learners Know
44
Encouraging Expression of Musical Ideas
45
Focusing Learner Energy
48
Monitoring Learner Understanding
and Progress
48
Providing a Model of Musicianship
49
Learner Roles
49
A Social Constructivist Music Learning Community
54
Selected Resources
56
Chapter
5
Music Learning as Musical Problem Solving
57
Learning Through Problem Solving
58
Learning and Teaching Music Through Problem Solving
58
Planning Musical Problems
60
What Will Learners Be Learning?
60
The Musical Context
61
Quality of the Music
61
Structural Simplicity
63
Additional Considerations
64
Organizing the Experience
65
Assessment
67
Assessing Learners Prior Knowledge
68
Building Assessment into Lessons
68
Formal Assessment of Individual Progress
69
Assessment and
Curricular
Decisions
70
Lesson Planning
71
Planning the Problem
72
Selected Resources
74
Contents
vii
Chapter
6
Performing, Listening and Creating
Problems
75
Performing Problems
75
Listening Problems
76
Creating Problems
77
Composing and Arranging
77
Media for Composing
78
Musical Dimensions as Points of Entry
for Composing
79
Organizing Small-Group Composing
80
Songwriting
81
Sample Student Work: Class Songs
84
Improvising
85
Dimensions as Points of Entry for Improvising
87
Improvising Within Structures
88
Music Learners as Creative Musicians
88
Selected Resources
89
Chapter
7
Thinking About Learners in Planning
Musical Problems
91
Entry-Level Experiences for Young Learners
94
Singing
94
Moving
95
Playing
95
Creating
95
Listening
96
Notating
96
Technology
97
Nature of Problems for Young Learners
97
Entry-Level Experiences for Older Beginners
98
Middle-Level Experiences
100
More Complex Experiences
101
Sample Lesson and Unit Plans
102
Chapter
8
Entry-Level Musical Problems
103
Lesson
8.1
Identifying and Representing Beat
103
Lesson
8.2
Identifying and Representing Duration
and Pitch
107
Lesson
8.3
(For Older Beginners) Entry-Level Exploration
of Pitch and Duration
110
Lesson
8.4
Exploring Contour and Direction Through
Listening
114
Lesson
8.5
Using a Song to Develop a Class
Performance
117
Lesson
8.6
Experiencing Style
121
viii CONTENTS
Lesson
8.7
A Musical Conversation
123
Sample of Student Work
126
chapter
9
Middle-Level Musical Problems
127
Lesson
9.1
Experiencing and Creating with Dynamics
127
Sample of Student Work
131
Lesson
9.2
Analyzing and Creating a Melody
132
Samples of Student Work
135
Lesson
9.3
Effects of Tempo Change
137
Sample of Student Work
141
Lesson
9.4
Timbre: Using Alternate Sound Sources
142
Lesson
9.5
Tonal Center
144
Lesson
9.6
What Do You Hear?
146
Chapter
io
Planning Units of Study
150
Planning a Unit on Texture
151
Unit: Texture
152
Lesson
10.1
Melody and Countermelody
152
Lesson
10.2
Representing Texture (Score Reading)
154
Lesson
10.3
Solo and Ensemble
156
Lesson
10.4
Composing with
Textural
Variety
158
Sample Student Work
159
Unit: Monothematic Works
159
Lesson
10.5
Creating Interest Through Expressive
Qualities
159
Samples of Student Work
162
Unit: Meter
(2-4
Class Sessions)
164
Lesson
10.6
Identifying Meter
(1
Session)
164
Lesson
10.7
Compose a Piece That Changes Meter
164
Unit: Arranging a Round
166
Lesson
10.8
Learning the Round
166
Lesson
10.9
Arranging the Round
168
Sample of Student Work
170
Chapter
и
Complex Musical Problems
173
Unit: Bithematic Forms (Verse and Refrain,
ABA Form, etc.)
(3-6
Class Sessions)
174
Lesson
11.1
Hearing Bithematic Form
174
Lesson
11.2
Composing in Bithematic Form
176
Samples of Student Work
178
Example of an Unsuccessful Ternary Piece
179
Lesson
11.3
A More Extended Bithematic Work
180
Unit: Harmonic Structure
(4
Sessions)
181
Lesson
11.4
Introducing Tonic and Dominant Harmonies
181
Contents ix
Lesson
11.5
Using Tonic and Dominant Harmonies
184
Sample of Student Work
186
Lesson
11.6
Hearing Tonic, Dominant, and
Subdominant
Harmonies
187
Lesson
11.7
Singing Chordal Harmonies
190
Unit: Theme and Variation
(6-8
Sessions)
192
Lesson
11.8
Introducing the Idea of Variation
192
Lesson
11.9
Analyzing a Theme and Variation
194
Lesson
11.10
Composing Variations on a Theme
195
Samples of Student Work
197
Unit: The Blues
(4-6
Sessions)
198
Lesson
11.11
Introducing the Blues
199
Unit: Variations on a Ground Bass
(6-8
Sessions)
202
Extension
203
Sample of Student Work
204
Chapter
12
Connecting to Other Ways of Understanding
206
Interdisciplinary Learning in K-12 Settings
207
Interdisciplinary Learning Through Process and Conceptual
Connections
208
Process Connections
209
Conceptual Connections
209
An Arts-Infused Curriculum
211
Pathway
211
Characterization
212
Point of View
212
Stories and Illustrations
213
Egyptian Art
213
Role of the Individual Within a Group
214
Wood Sculptures
214
Balance
215
Daffodils
216
Symmetry
216
Some Closing Thoughts
216
Selected Resources
217
EPILOGUE
219
appendix a: Musicfor Lessons
223
appendix
в:
Classroom Materials
238
appendix c: Directions for Games
240
ENDNOTES 243
REFERENCES
249
INDEX
257
|
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| bvnumber | BV042369097 |
| classification_rvk | LR 56900 |
| ctrlnum | (OCoLC)907822791 (DE-599)BVBBV042369097 |
| discipline | Musikwissenschaft |
| edition | 3. ed. |
| format | Book |
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| language | English |
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| spelling | Wiggins, Jackie Verfasser (DE-588)1069293032 aut Teaching for musical understanding Jackie Wiggins, Oakland University 3. ed. Oxford Oxford Univ. Press 2015 XIII, 267 S. graph. Darst., Notenbeisp. 24 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Music / Instruction and study Music / Instruction and study / Psychological aspects Social constructionism Music / Instruction and study fast Music / Instruction and study / Psychological aspects fast Social constructionism fast Musik Psychologie Musikerziehung (DE-588)4040843-7 gnd rswk-swf Lernforschung (DE-588)4191456-9 gnd rswk-swf Musikerziehung (DE-588)4040843-7 s Lernforschung (DE-588)4191456-9 s DE-604 Digitalisierung BSB Muenchen - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027805392&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Wiggins, Jackie Teaching for musical understanding Music / Instruction and study Music / Instruction and study / Psychological aspects Social constructionism Music / Instruction and study fast Music / Instruction and study / Psychological aspects fast Social constructionism fast Musik Psychologie Musikerziehung (DE-588)4040843-7 gnd Lernforschung (DE-588)4191456-9 gnd |
| subject_GND | (DE-588)4040843-7 (DE-588)4191456-9 |
| title | Teaching for musical understanding |
| title_auth | Teaching for musical understanding |
| title_exact_search | Teaching for musical understanding |
| title_full | Teaching for musical understanding Jackie Wiggins, Oakland University |
| title_fullStr | Teaching for musical understanding Jackie Wiggins, Oakland University |
| title_full_unstemmed | Teaching for musical understanding Jackie Wiggins, Oakland University |
| title_short | Teaching for musical understanding |
| title_sort | teaching for musical understanding |
| topic | Music / Instruction and study Music / Instruction and study / Psychological aspects Social constructionism Music / Instruction and study fast Music / Instruction and study / Psychological aspects fast Social constructionism fast Musik Psychologie Musikerziehung (DE-588)4040843-7 gnd Lernforschung (DE-588)4191456-9 gnd |
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