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Concept-learning and Action Learning in Music Education

Published online by Cambridge University Press:  18 December 2008

Thomas A. Regelski
Thomas A. Regelski
Affiliation:
State University of New York, Fredonia
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Extract

Music education at present suffers from a dilemma that few in the field seem to realise or appreciate. To put it in perhaps overly simple terms, the issue involves whether the music teacher should teach music or concepts! In this day of growing interest in cognitive psychology, few would deny any longer the involvement and relevance of concepts and conception in any form of musical functioning. But the writers of methods texts and materials, and theorists of teaching alike, often give evidence of being woefully confused about the process of conception, the nature of its ‘products’ and therefore of the precise involvement of concepts in musical functioning.

Type
Research Article
Information
British Journal of Music Education , Volume 3 , Issue 2 , July 1986 , pp. 185 - 216
Copyright
Copyright © Cambridge University Press 1986

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References

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