Methods K-8 Music, Week 1 reading response notes
Methods K-8 Music, Week 1 reading response notes MUSE 397 01
Popular in Methods: K-8 Music
Popular in Music Ed & Music Therapy
This 3 page Class Notes was uploaded by Cory Notetaker on Friday September 2, 2016. The Class Notes belongs to MUSE 397 01 at University of Montana taught by Lori Gray in Fall 2016. Since its upload, it has received 2 views. For similar materials see Methods: K-8 Music in Music Ed & Music Therapy at University of Montana.
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Date Created: 09/02/16
Why Music reading Artwork expresses human feelings Work of art- an expressive product that emerges when an artist arranges media unique to a particular art Craftsmanship- how carefully has the artist used materials Creativity and imagination- what has the artist done to create something new and fresh An arts experience, a person, and a work of art are involved in an intense interaction that creates a deeply satisfying sense of pleasure Through the arts a child develops his or her own expression of feelings Arts help a child to understand how artists have expressed similar emotions and eventually enriches the quality and meaning of life Music is universal All humans possess musical ability Music study provides an understanding of one’s culture An integrated structure provides some sense of how knowledge in one area relates to studies in another area Many advantages to integrating music into a child’s daily classroom experiences Children can find that many elements of music are also present in other subjects, such as repetition, contrast, and balance Music can help children develop a perspective of other cultures or other time periods in history Music can help children develop a relationship between subjects Developmental Theories Children learn from within (intrinisically) not from without (extrinisically) Children evolve intellectually through the generative nature of prior experience and the quality of current experience Children learn through the adaptation of new schemas (formation of concepts; categorizing perceived data) Use two interdependent activities, assimilation, and accommodation, in this adaptive process Assimilation- taking in perceptual data Accommodation- modification in the way of thinking to accommodate newly perceived data Children develop intellectually in the same manner but not necessarily at the same ages Sensorimotor Period o Prelanguage period o Infants utilize their sense and motor reflexes to begin building an image of the world Preoperational Period o Characterized by language development and rapid conceptual growth o Children move from functioning largely with concrete objects to symbolic representation (words) o Egocentrism- children are unable to see any point of view other than their own o Centering- the way children fix their attention on one perceptual feature at a time o Transformation- children focus attention on each element in a sequence rather than on how each element transforms one state to another o Irreversibility- the inability to reverse thought Implications for Music Education: Understanding Responses o Hands-on interaction is necessary Music Interaction 1 o Music is perceived as something to control, not as something to hear Music Interaction 2 o A concept like soft to loud may seem to be a basic idea, there are many intertwined concepts confronting the child: big-little, near-far, gradually becoming louder Music Interaction 3 o Irreversibility is required for children to originate a pattern
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