Holistic Musical Thinking

A Pedagogical Model for Hands-On and Heart-Felt Musical Engagement: Routledge New Directions in Music Education Series
1. Auflage 2024
ISBN: 978-0-367-22029-7
Verlag: Routledge

Buch, Englisch, 118 Seiten, Format (B × H): 145 mm x 222 mm, Gewicht: 290 g

Reihe: Routledge New Directions in Music Education Series

Holistic Musical Thinking presents a comprehensive view of how people engage with music from a hands-on and heart-felt perspective. This approach embraces the teaching and learning processes as a multi-dimensional amalgamation of knowing, doing, and feeling through musical experiences. The result is a five-dimensional model that synthesizes cognitive, affective, and psychomotor learning with curricular integration.

With pedagogical applications, Holistic Musical Thinking offers a multi-faceted perspective that benefits both music teachers and their students. This innovative approach uses established research for a new model of musical thinking and taxonomy of musical engagement. Complete with classroom vignettes and pedagogical strategies, this book reframes musical thinking as a new direction in music education. Written for music teachers, teacher-educators, and their students, this book provides practical applications of the multi-dimensional Model of Holistic Musical Thinking for K-12 music education, and beyond.

Zielgruppe

Academic and Professional Practice & Development

Autoren/Hrsg.

Johnson, Daniel C.

Fachgebiete

• Geisteswissenschaften Musikwissenschaft Musikwissenschaft Allgemein

Inhaltsverzeichnis

1 Exploring Musical Thinking

Setting the Stage for Holistic Musical Thinking

History and Theory of Musical Thinking

A New Model

An AIT Conceptual Framework

Summary

2 Domains of Learning and Teaching

Behind the Scenes

The Learning Domain

The Teaching Domain

Summary

3 A Pedagogical Model for Holistic Musical Thinking

Previous Ideas about Musical Thinking

A New Pedagogical Model for Holistic Musical Thinking

An Example Vignette

Summary

4 Practical Applications

The Model in Action

Classroom Vignettes: On Stage

Developing a Musical Thinking Curriculum

Summary

Conclusion

Appendix

Über Autor(innen)

Daniel C. Johnson is Professor of Music and Coordinator of Graduate and Undergraduate Music Education Studies at the University of North Carolina Wilmington, USA.