The Psychology of Teaching and Learning Music

Description

The Psychology of Teaching and Learning Music introduces readers to the key theoretical principles, concepts, and research findings about learning and how these concepts and principles can be applied in the music classroom. Beginning with an overview of the study of teaching and learning, and moving through applying theory to practice, and reflective practice in the process of personal growth, this text focuses on music learning theories, behavioral approaches, cognitive, social-cognitive development, and constructive views of learning. It includes culture and community, learning differences, motivation, effective curricular design, assessment, and how to create learning environments, illustrated by practical case studies, projects, exercises, and photos. Showing students how to apply the psychology theory and research in practice as music educators, this book provides a valuable resource for undergraduate and graduate music education students and faculty. Cover Half Title Title Page Copyright Page Contents List of Figures List of Tables Preface Acknowledgments Introduction 1. The Study of Teaching and Learning Philosophy of Education Educational Psychology Promotes Teaching and Learning Education Theory and Research Music Education Inquiry-Based Learning Reflective Practice Putting Theory into Practice Questions 2. Becoming a Reflective Teacher Reflective Practice The Teacher’s Responsibility Your Belief System Acknowledging Anecdotal and Empirical Evidence Cognitive Dissonance Reflective Practice: A Process for Growth and Development Questions PART I: Theories of Learning and Teaching Music 3. Behaviorism: Learning Theory and Applications to Teaching Behavioral Learning Theory Classical Conditioning Operant Conditioning Types of Reinforcement Positive Reinforcement Negative Reinforcement Punishment Extinction Schedules of Reinforcement Fixed Interval Schedule Variable Interval Schedule Fixed Ratio Schedule Variable Ratio Schedule Learning Based upon Environmental Control Teacher Feedback Student Attentiveness Behavioral Modification Reinforcers in the Classroom Classroom Management Is about Organization Organize Your Space Set Clear Expectations Play More, Talk Less Questions 4. Cognitivism: Learning Theory and Applications to Teaching Gestalt Learning Theory Cognitive Learning Theory Basic Principles of Piaget’s Theory Schema Stages of Cognitive Development Constructivism Constructionism The Difference between Constructivism and Constructionism Constructivism and Discovery Learning (Jerome Bruner) Jerome Bruner’s Three Stages of Cognitive Development Six Indicators (Benchmarks) Revealing Cognitive Development Information Processing Learning Theory Sensory Register Memory Short-Term Memory Long-Term Memory Cognitivism in Music Teaching Bruner’s Conceptual Learning Cognitivist Approaches in the Music Classroom The Performance-Based Classroom Information Processing in the Classroom Designing a Unit Lesson: Constructivist and Constructionist Instruction Mr. Wilson’s Blues Improvisation Unit Lesson Mr. Wilson’s Constructivist Approach Mr. Wilson’s Constructionist Approach Questions 5. Social Learning Theory and Applications to Teaching Bandura’s Social Learning Theory The Modeling Process Vygotsky’s Social Constructivism Zone of Proximal Development (ZPD) Scaffolding Cognitive Development: Vygotsky versus Piaget Self-Efficacy Self-Efficacy in Teaching and Learning Self-Regulation The Role of Self-Regulation in Self-Efficacy Social Learning Theory in the Music Classroom Applications of Piaget and Vygotsky Observing and Imitating Others Self-Efficacy in Music Teaching Self-Regulation in the Music Classroom Self-Determination Theory Self-Determination in Music Education Self-Determination in the Music Classroom Questions 6. Humanism: Learning Theory and Applications to Teaching Humanism Humanistic Psychology Humanism in Learning Abraham Maslow Carl Rogers Learner-Centered Teaching Self-Concept Self-Concept in Music Education Humanistic Approaches to Teaching Music Music Class Scenarios Diversity Emotional Growth Learning Styles Cooperative Learning Questions 7. Brain-Based Learning Theory and Applications to Teaching The Brain The Amygdala The Prefrontal Cortex Plasticity Pruning Neural Networks The Theory of Multiple Intelligences Brain-Based Learning Principles of Brain-Based Learning Teaching Strategies for Brain-Based Teaching and Learning Music Education and the Brain Questions PART II: Theory Applied to Practice 8. Cognitive Approaches in Teaching and Learning Implications of Bruner’s Theories Gardner’s Multiple Intelligences Bloom’s Taxonomy Bloom’s Taxonomy: Implications for Music Education Designing Learning Goals Intelligent Music Teaching Learning Activities 9. Sociocultural Characteristics of Learning in the Music Classroom Sociological Influences in Music Education Communities of Practice Culturally Responsive Teaching Diversity—Multicultural Education Authenticity in Student Learning Social Justice in the Music Classroom Learning Activities 10. School Music Curriculum Design The Music Curriculum Levels of Curriculum Development National Music Standards Understanding by Design Bloom’s Taxonomy, Backward Design, and Vygotsky ZPD Music Technology Curriculum Popular Music Curriculum Learning Activities PART III: Applications to the Music Classroom 11. Effective Instructional Design Conditions of Learning The ADDIE Model Music Class Instruction Experiential Learning Sequential Instruction Differentiated Instruction Classroom Management Learning Community as Instructional Model Learning Activities 12. Assessment and Evaluation in the Music Classroom Types of Assessment Assessment Tools Tools in the Music Classroom Assessment Alignment with Instruction The Roles of Assessment Reflective Practice as a Teacher Learning Activities Index