MUSI 466 Chapter Notes - Chapter 1: Discrimination Learning, Key Signature, Gordon Music Learning Theory
Document Summary
Gordon skill learning sequence reading notes methods ii. Discrimination learning = rote learning: students are conscious of, but don"t fully understand what"s being taught. Distinguishing between similar tonal patterns: consists of students echoing tonal and rhythm patterns. Call and response in group or solo: aural/oral. Optimal development occurs when a/o are combined. Tonal and rhythm patterns w/ neutral syllables. Bum for tonal, bah for rhythm: verbal association. Associate vocabulary/proper names w/ patterns, tonalities, etc. learned at. Assigning a unique name for a pattern = naming objects and concepts in language. Think w/ words, so more words = better quality of thinking. Audiation and verbal association facilities large rhythm/tonal pattern. Music theory is not taught, just the names of and makeup of concepts. Do mi so is a tonic pattern, w/o the why : partial synthesis. Students learn to give syntax to a series of familiar tonal or rhythm patterns. Teacher performs pattern w/o identification, students are able to identify.
