When a teacher provides students with skills to create and improvise music, music becomes the property of students themselves. This should be the ultimate goal of all music teaching.
|
When a teacher provides students with skills to create and improvise music, music becomes the property of students themselves. This should be the ultimate goal of all music teaching.
|
|
Music Learning Theory (MLT) is the analysis and synthesis of the sequential manner in which we learn music.
MLT is concerned primarily with learning processes and emphasizes learning and expansion of students’ minds. While teaching is a matter of every student understanding a teacher, learning is a matter of a teacher understanding the needs of each student. Given appropriate guidance and instruction, all students are capable of learning music. How much and how well individual students learn depends on 1) environmental influences, and 2) individual levels of music aptitude. Music Learning Theory outlines a process for learning music by explaining what students need to know at a particular level of learning to proceed sequentially in stepwise and bridging movement to more advanced levels. |
As students move through this learning sequential process, they engage in every type and stage of audiation.
Audiation is hearing and comprehending in one’s mind music that may not be, nor never has been present. MLT provides students with a foundation for understanding what they are learning when they are being taught to listen to and perform music. CCIGML offers courses, workshops and professional development to aid teachers in learning and applying the tenets of Music Learning Theory in their teaching. Music Learning Theory offers a learner-centred approach to learning music. |
|
|
CIGML offers courses, workshops and professional development to aid teachers in learning and applying the tenets of Music Learning Theory in their teaching. Music Learning Theory offers a learner-centred approach to learning music.
|