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42 terms
Terms | Definitions |
|---|---|
 Spiral Curriculum | Curriculum in which students repeat the study of a subject at different grade levels and each time at a higher level of difficulty and in greater depth. |
| Comprehensive Musicianship | *Method of teaching students music that focuses on the relation of musical content towards performance. *Parts relate to the whole picture. *Integration is the foundation for the philosophy of Comprehensive Musicianship. *MENC |
| Merriam's Functions of Music | *Music serves the same function regardless of culture, society, or level of sophistication. *Includes: emotional expression, aesthetic enjoyment, entertainment, communication, symbolic representations, enforcing conformity to social institutions and religious rituals, continuity and stability of culture,integration of society. |
| House Wright Declaration/Vision 2020 | *Promotes the well-rounded experience of formal and informal music education. *Encourages educators to be knowledgeable and exposes the community with musical experiences. |
| Philosophical Research | *proposed change or solution *hour glass- start broad and then narrow down *similar to qualitative- have to support your position in your hypothesis |
| ISME | International Society of Music Educators *est. 1953 *formed at UNESCO conference to stimulate music ed. as an integral part of general ed. * evolved to a world wide service platform for music educators who want their profession to be taken seriously by educators of other disciplines |
| Qualitative | *Addresses broad questions allowing research questions to emerge from the data. *data scrutinized for patterns *results reported with thick descriptions and direct quotes *support comes from triangulation- consistency of findings from multiple sources |
| Descriptive Research | *looks for relationships *maybe quantitative or qualitative *cannot discover cause and effect "What is...?" |
| Multiple Intelligence | Gardner proposed theory in 1983 *emphasis on teaching multiple ways *used to analyze and better describe the concept of intelligence |
| Assessment | Must Be: *aligned with the standard intended to be measured *accurate and reliable estimate of students performance relative to the standard *fair ***An assessment cannot be valid if it is not reliable. |
| Theory of Song Development | 1. Start with lyrics 2. Rhythm 3. Melodic contour 4. Pitch and tonalities |
| Constructivism | Piaget' Articulated mechanisms by which knowledge is internalized by learners. *Theory of knowledge that argues humans generate knowledge and meaning from an interaction between personal experiences and ideas. |
| National Board Certification | *Maintains high standards for what should know *Provides a national voluntary system for certification for teachers meeting certain criteria *Links standards to teacher practice |
| Methodology | Section that contains a "recipe" for the study: -who participated -materials -steps This helps determine if the research was done carefully and whether the results apply to other groups of people. |
| Lowell Mason | Father of Music Education: *Started the idea that music could be taught to children in public schools *Became the 1st teacher of music in schools in Boston *Petitioned Boston School Board to include vocal music in elementary schools. *If a child could read, they could sing! |
| Absolute Expressionism | Aesthetic=Formalist Reimer: believed the answer is in the score. Extreme formalist- don't need to play it to understand it. -doesn't care if there is sound to music -music is expressive of emotion, doesn't represent emotion -by studying the score you can understand the emotion -music education for aesthetic education |
| David Elliot | *No music outside of culture *music is praxial *must practice it to feel it *the do it philosophy- must do it to enjoy and understand music *sing it, play it, perform it |
| Multiculturalism | *Acknowledgement of the diverse population of the US and the intent to help students understand the world and the American society in which they live. *MENC began requesting that music of all periods, styles, forms, and cultures belong in the curruculum. *Government also started the Ethnic Heritage Program. |
| Scientific Steps | 1. Find a problem 2. Form a hypothesis 3. Test hypothesis 4. Form conclusion 5. Problem solved or go back to #2 |
| Assimilation | Incorporate new experience into an already existing framework without changing the framework. EX: learning how to drive at 16??? |
| Accommodation | Process of re-framing ones mental representation of the external world to fit new experiences. |
| Schema | Piaget: Organized knowledge as an elaborate network of abstract mental structures that represent a person's understanding of the world. People use schema to organize current knowledge and provide a framework for future understanding (stereotypes). |
| Piaget | *The learner is viewed as an information processor. *Children learn through the play process. Adults role is to provide appropriate materials for the child to interact and construct. |
| Lev Vgotsky | *Suggests that knowledge is first constructed in a social context and then appropriated by individuals *Argues that social interaction proceeds development *Consciousness and cognition are the product of socialization and social behavoir *Scaffolding is building upon knowledge children already know |
| Psychoacoustics | The study of sound perception. Human sensation in response to a physical stimuli, particularly tonal sensations |
| Pavlov, Skinner | Behaviorism: *A view that assumes a learner is essentially passive, responding to the environmental stimuli. We start with a clean slate and behavior is shaped through the positive and/or negative reinforcement. *Both positive and negative reinforcement increase the chances that a behavior will repeat. |
| Reliability | *Test consistency *Strives to reinforce the validity by eliminating and outside influence *If a participant retested, they would get the same results every time. Make the test reliable. *Dependable- same results on successive trials |
| Mayday Group | *Actions for change in the music education- descriptive/experimental research *Group of music educators, theorists, and methods experts with intention of critically re-examining the status of music education *An international "think tank": ---to apply critical theory and critical thinking to the purpose and practice of music education. ---to affirm the central importance of musical participation in human life and thus value of music in all general education. |
| Tanglewood Symposium | *Designed to have an impact on curriculum *Ignored competency expectations of students as a result of music instruction *Sociologist, labor leaders,, scientists, and music educators had the symposium because of urgent issues regarding criticism and attacks on music ed |
| JRME | Journal of Research in Music Education *Est. 1953 Sponsored by MENC *Provides current formal research, descriptive/experimental research that is peer reviewed. |
| Hawthorne Effect | *Participants improve because of being studied *Effect due to attention rather than experimental treatment |
| IIMP | International Index to Music Periodicals *up to date, full text, pdfs, that give access to periodicals, journals, and dissertations (some only have abstracts) |
| MSNC | Music Supervisors National Conference *changed from MSNC to MENC in 1934 *Music supervisors were members of the National Educators Association who were embracing every aspect of music as it was taught in the schools. |
| Update | Printed in MENC *Active research that is brought to the classroom to enable teachers to apply results of research readily in music classrooms and rehearsal halls. |
| Flow | Flow v. Aesthetic Education *balance between challenging and skills ability to find optimal teaching *if you challenge at a high rate with high skills, you will find optimal flow. *low skills and high challenge= anxiety *low challenge and high skills= boredom |
| Likert Scake | _____________________ 0 1 2 3 4 5 *strongest form of question *chose a response to statement using a given qualitative scale *use qualitative words that describe the quantitative numbers *negative statements *closed for, *traditional 1-5 rating scale |
| Validity | *The test/survey measures the desired performance and appropriate inferences can be drawn from the results *The assessment accurately reflects the learning it was designed to measure |
| Experimental Research | *Controls the environment as much as possible to allow a limited number of variables to be isolated and observed. *Generally research with people is quasi experimental because many variable cannot be controlled "What happens if...?" |
| Mozart Effect | ... |
| Content Analysis | ... |
| Praxis | ... |
| Gestwalt Perception | ... |
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