The Ways Children Learn Music: An Introduction and Practical Guide to Music Learning TheoryGIA Publications, 2000 - 207 pages How do children learn music? And how can music teachers help children to become independent and self-sufficient musical thinkers? Author Eric Bluestine sheds light on these issues in music education. |
Table des matières
XXXI | 111 |
XXXII | 112 |
XXXIII | 116 |
XXXIV | 131 |
XXXV | 141 |
XXXVI | 147 |
XXXVII | 148 |
XXXVIII | 157 |
XI | 35 |
XII | 41 |
XIII | 49 |
XIV | 59 |
XV | 61 |
XVII | 64 |
XVIII | 67 |
XIX | 71 |
XX | 75 |
XXI | 77 |
XXII | 85 |
XXIII | 87 |
XXIV | 89 |
XXV | 98 |
XXVII | 101 |
XXVIII | 104 |
XXX | 106 |
XXXIX | 162 |
XL | 165 |
XLI | 169 |
XLII | 171 |
XLIII | 172 |
XLIV | 173 |
XLV | 178 |
XLVI | 180 |
XLVII | 187 |
XLVIII | 188 |
XLIX | 190 |
L | 193 |
LI | 199 |
LII | 201 |
LIV | 203 |
LV | 207 |
Autres éditions - Tout afficher
The Ways Children Learn Music: An Introduction and Practical Guide to Music ... Eric Bluestine Affichage d'extraits - 1995 |
Expressions et termes fréquents
audiate beat-function syllables beats are macro beats in duple beats in triple chant the equivalent chapter child division pattern dominant major patterns dominant patterns duple meter duple micro beats Edwin Gordon eighth notes equivalent of four four macro beats GIA Publications Gordon harmonic functions hear imitate learn to read learning sequence Leonard Bernstein macro and micro major and minor melodic rhythm minor tonality move music aptitude music curriculum music education Music Learning Theory music notation music teachers music theory neutral syllable numbers pattern instruction patterns in major perform phonics pitches quarter notes resting tone rhythm patterns rote learning rote song Rudolf Flesch Sequential Objectives series of patterns sing the resting sixteenth notes solfège syllables songs and chants sounds students chant students improvise students read students sing subdominant patterns tempo terns tonal and rhythm tonal patterns tonic major patterns triple meter triple micro beats verbal association words
Fréquemment cités
Page 114 - Some one was drawing water and my teacher placed my hand under the spout. As the cool stream gushed over one hand she spelled into the other the word water, first slowly, then rapidly. I stood still, my whole attention fixed upon the motions of her fingers. Suddenly I felt a misty consciousness as of something forgotten — a thrill of returning thought; and somehow the mystery of language was revealed to me. I knew then that "water" meant the wonderful cool something that was flowing over my hand.
Page 85 - Your children are not your children. They are the sons and daughters of Life's longing for itself. They come through you but not from you. And though they are with you yet they belong not to you. You may give them your love but not your thoughts, For they have their own thoughts. You may house their bodies, but not their souls, For their souls dwell in the house of tomorrow, which you cannot visit, not even in your dreams. You may strive to be like them, but seek not to make them like you. For life...
Page 183 - The horror of that moment," the King went on, "I shall never, never forget!" "You will, though," the Queen said, "if you don't make a memorandum of it.
Page 114 - We walked down the path to the well-house, attracted by the fragrance of the honeysuckle with which it was covered. Some one was drawing water and my teacher placed my hand under the spout. As the cool stream gushed over one hand she spelled into the other the word water, first slowly, then rapidly.
Page 114 - water" meant the wonderful cool something that was flowing over my hand. That living word awakened my soul, gave it light, hope, joy, set it free ! There were barriers still, it is true, but barriers that could in time be swept away. I left the well-house eager to learn. Everything had a name, and each name gave birth to a new thought. As we returned to the house every object which I touched seemed to quiver with life. That was because I saw everything with the strange, new sight that had come to...
Page 41 - Ah, well! It means much the same thing,' said the Duchess, digging her sharp little chin into Alice's shoulder as she added, 'and the moral of THAT is — "Take care of the sense, and the sounds will take care of themselves.
Page 23 - But what a humiliation for me when someone standing next to me heard a flute in the distance and / heard nothing, or someone heard a shepherd singing and again I heard nothing. Such incidents drove me almost to despair; a little more of that and I would have ended my life - it was only my art that held me back. Ah, it seemed to me impossible to leave the world until I had...
Page 59 - By Myself I swear, the Lord declares: Because you have done this and have not withheld your son, your favored one, 171 will bestow my blessing upon you and make your descendants as numerous as the stars of heaven and the sands on the seashore; and your descendants shall seize the gates of their foes. 18 All the nations of the earth shall bless themselves by your descendants, because you have obeyed My command.
Page 23 - I heard nothing, or heard the Shepherd sing,* and I heard nothing. Such occurrences brought me near to despair; little was wanting that I should, myself, put an end to my life. Only she, Art, she held me back ! Ah ! it seemed to me impossible to leave the world before I had brought to light all which lay in my mind.