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Author: Jeanne Shapiro Bamberger
Publisher: Oxford University Press, USA
ISBN: 9780195105711
Category : Music
Languages : en
Pages : 308
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Book Description
"This book is for anyone interested in discovering their own musical intuitions. Ideal for use in courses in introductory music, music fundamentals, and elements-based appreciation courses, Developing Musical Intuitions can also be used in departmental music labs as a supplement to courses in music theory and music education."--BOOK JACKET.
Author: Jeanne Shapiro Bamberger
Publisher: Oxford University Press, USA
ISBN: 9780195105711
Category : Music
Languages : en
Pages : 308
Get Book Here
Book Description
"This book is for anyone interested in discovering their own musical intuitions. Ideal for use in courses in introductory music, music fundamentals, and elements-based appreciation courses, Developing Musical Intuitions can also be used in departmental music labs as a supplement to courses in music theory and music education."--BOOK JACKET.
Author: Jeanne Shapiro Bamberger
Publisher:
ISBN: 9780195105711
Category : Impromptu (Computer file)
Languages : en
Pages : 308
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Book Description
Author: Jeanne Bamberger
Publisher: Oxford University Press
ISBN: 9780195105759
Category :
Languages : en
Pages : 116
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Book Description
Author: Jeanne Shapiro Bamberger
Publisher:
ISBN: 9780195105728
Category : Impromptu (Computer file)
Languages : en
Pages : 308
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Book Description
"This book is for anyone interested in discovering their own musical intuitions. Ideal for use in courses in introductory music, music fundamentals, and elements-based appreciation courses, Developing Musical Intuitions can also be used in departmental music labs as a supplement to courses in music theory and music education."--BOOK JACKET.
Author: Jeanne Bamberger
Publisher: OUP Oxford
ISBN: 019166331X
Category : Psychology
Languages : en
Pages : 453
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Book Description
Following her distinguished earlier career as a concert pianist and later as a music theorist, Jeanne Bamberger conducted countless case studies analysing musical development and creativity the results of which were published in important scientific journals. Discovering musical mind draws together in one source these classic studies, offering the chance to revisit and reconsider some of her conclusions. Reviewing the data in light of current theories of cognitive development, she discusses how some of the conclusions she drew stand up to scrutiny, whilst in other cases, anomalies turn out to have greater significance than expected. The book is a collection of Bamberger's papers from 1975 to 2011. It includes her first study of Beethoven's original fingerings, her beginning work with children's invented notations, close observations and analysis of children in the Laboratory for Making Things, studies of musically gifted children, and the emergent musical development of students in elementary-secondary school and university undergraduate and graduate studies. The observations and research lead to the development of an interactive, computer-based music environment that uses her pragmatic theory of musical development as the basis for a project-oriented program for teaching and learning. Unlike other collections, the book is both interdisciplinary and strongly practical. It brings together and integrates Bamberger's background in music theory, research in music perception and music education, performance, cognitive development, artificial intelligence, and procedural music composition. Her multi-faceted approach to music theory and music pedagogy is guided throughout by her commitment to an understanding and respect for an individual's natural, creative musical intelligence. This natural competence becomes the formative ground on which to help people of all ages build an ever growing understanding and engagement with the evolving structures of the world's music. Bringing together a body of research currently scattered across a range of journals, or simply no longer available, the book will make fascinating reading for those in the fields of musical developmental and educational psychology.
Author: Dorothy Miell
Publisher: Oxford University Press, USA
ISBN: 9780198529354
Category : Education
Languages : en
Pages : 460
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Book Description
"Bringing together leading researchers from a variety of academic and applied backgrounds, this book examines how music can be used to communicate, as well as the biological, cognitive, social, and cultural processes which underlie such communication."--BOOK JACKET.
Author: Michael P. Downton
Publisher:
ISBN:
Category :
Languages : en
Pages : 8
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Book Description
Using a constructionist framework in music, specifically through an emphasis on composition, is revolutionizing the field of music and education by bridging the gap between the novice and professional. Much of the research has been spearheaded by Jeanne Bamberger and others, who noted the computer's potential to highlight what it means to be a composer and facilitating those with no musical background to express their musical 'intuitions' through the use of the computer (Bamberger, 1972, 1975a, 1975b, 1991). Her close work with Seymour Papert at MIT allowed her to develop MusicLOGO and "Impromptu", which allows users to manipulate small blocks of melodic and rhythmic patterns, employing mathematical ratios, finding that people with little to no training in music, knew more than they could verbalize. Through their active constructions of tunes, they were building and developing intuitions about music. Despite her work and the work of other leading scholars in the field, constructionism is still a framework largely overlooked and understudied in the field of music education. However, music, specifically composition, is well aligned with the major tenets of constructionism and there is little known about how learners form a social, cultural, and historic identity through music composition. This is now an apt time to investigate how we can begin to use these tools to study how the sociocultural context changes learners' intuitions about music. The current study investigated how children develop musical understanding through cross-cultural activities composing music. 60 youth, equally divided, from the United States and Israel ranging from 8 to 12 years of age, reconstructed familiar and unfamiliar tunes, remixed tunes, and composed their own music using "Impromptu". Each exercise built upon itself to help youth gain a better understanding of important musical concepts and allowed us to better understand what youth know about music from their own culture as well as others through their active construction of music compositions. Data is currently being triangulated (Lincoln & Guba, 1985) using three qualitative data sources, including artifact (music composition) analysis, reflections of artifacts, and discussions of shared music compositions. Preliminary findings suggest that through the active construction and reconstruction of tunes, youth refined their intuitive musical understanding as well as becoming more aware of the cultural differences reflected in other styles of music.
Author: Jeanne Bamberger
Publisher: Oxford University Press, USA
ISBN: 0199589836
Category : Education
Languages : en
Pages : 374
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Book Description
Following her distinguished earlier career as a concert pianist and later as a music theorist, Jeanne Bamberger conducted countless case studies analysing musical development and creativity within the classroom environment. 'Discovering the musical mind' draws together these classic studies, and offers the chance to revisit and reconsider some of the conclusions she drew at the time.
Author: Scott M. Gleason
Publisher:
ISBN:
Category :
Languages : en
Pages : 88
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Book Description
Author: Andrea M. Calilhanna
Publisher: Xlibris Corporation
ISBN:
Category : Education
Languages : en
Pages : 262
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Book Description
This book shows teachers and students how meter fundamentals are taught through Ski-hill Graph Pedagogy, the three-step psychoacoustic mathematical music theory approach developed by music educator-researcher Andrea M. Calilhanna, inspired by contemporary meter theory of Battell Professor of the Theory of Music, Yale University, Richard Cohn. The ski-hill graph enables students to visually represent meter fundamentals mathematics through a soundbased approach experienced from listening to music in the first lessons! Students taught the meter as time signatures and beats grouped in measures understand meter as the notation. However, the ski-hill graph is a solution for understanding meter because music is acoustics (sound) and listening is central to Cohn’s sound-based theories. To apply accurate meter mathematics from the ski-hill graph to music preparation means students save time later in rehearsals from a solid start to decode their work. Visualising meter through the ski-hill layout as a summary of all pulses and all meters from listening assists students to understand their meter experiences and its mathematical aspects. Students listen, clap, tap and map with mathematics: meter beat-class, first through the ski-hill, then they apply the ski-hill mathematics to annotate, practice and compose music through other representations such as linear and circle graphs. In this way, students not only become aware of new information, but they also understand their new knowledge. Knowing and understanding mathematical elements of meter means the theory can apply to performance to improve timing, inform expression, sight-reading and much more! Without skills to analyse meter from listening to music, many important details are left out because they are hidden by notation-based understandings of music analysis. Cohn’s theories of meter, however, offer solutions to understand each pulse and meter as cycles to decode music performed and listened to. The book works through small cycles to grow listeners’ awareness of mathematical aspects of meter: mathematical music theory. The Ski-hill Graph Pedagogy approach provides students with several benefits for meter fundamentals pedagogy, including development of mathematical knowledge and practical skills to understand musical timing and expression, and increased performance confidence through more secure performances from critical thinking and metacognitive processes. Ski-hill Graph Pedagogy is suitable for most teaching styles, and provides inclusive, ethical music theory for diverse music education. Suitable for teaching meter fundamentals with students of all ages.
