Critical Thinking

Woodford, Paul

doi:10.2307/3399062

Cited by 3 publications

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“…In musical contexts, the processes of comparing, evaluating, reflecting, judging, and classifying provide evidence of critical thinking (Bundra, 1993;Richardson, 1998) and encompass elements of both generalizable and subject-specific thinking skills (Woodford, 1995).…”

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confidence: 99%

The Effect of Critical Thinking Instruction on Verbal Descriptions of Music

Johnson

2011

Journal of Research in Music Education

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The purpose of this study was to determine the effect of critical thinking instruction on music listening skills of fifth-grade students as measured by written responses to music listening. The researcher compared instruction that included opportunities for critical thinking (Critical Thinking Instruction, CTI) with parallel instruction without critical thinking opportunities (Activity-Based Instruction, ABI). The same music teacher delivered both instructional treatments concurrently in a series of sixteen 45-minute classroom lessons. Two randomly assigned, intact classes of participants ( n = 41 and 40) made up the CTI and ABI treatment groups, respectively. Three independent judges scored participants’ pretest and posttest responses using a researcher-designed instrument. Using a multivariate analysis of variance (MANOVA), the researcher found a significant test by treatment interaction. The post hoc analysis indicated that while the CTI participants scored higher on the posttest as compared with the pretest, ABI participants demonstrated no significant differences by test. Readers should note the larger than expected standard deviations when considering the positive effects of the CTI treatment. Implications include recommendations for future research and for designing music listening lessons to incorporate critical thinking skills in classroom music instruction.

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confidence: 99%

The Effect of Critical Thinking Instruction on Verbal Descriptions of Music

Johnson

2011

Journal of Research in Music Education

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“…In music, Woodford (1995) suggested that critical thinking encompasses elements of both generalizable and subject-specific approaches. Other researchers have regarded critical thought processes involved in musical contexts as higher-order thinking skills.…”

Section: Critical Thinkingmentioning

confidence: 99%

Music Listening and Critical Thinking: Teaching Using a Constructivist Paradigm

Johnson¹

2006

The International Journal of the Humanities: Annual Review

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Music, a universal human endeavor, offers a unique perspective on studying the humanities. Studying music combines the intellectual and emotional meaning listeners make from music, engaging them in aesthetically focused-activities. In this article, the benefits of teaching music using a methodology based on critical thinking are discussed. Additionally, the nature of critical thinking as an instructional methodology is explored from multiple perspectives. To elevate intellectual standards and to effect a qualitative change in thinking, critical thinking advocates have encouraged students to think for themselves by guiding students' reflection on their own experiences, by developing listening as a critical thinking skill, and by asking probing questions. To reflect the fast-paced technological changes in contemporary society and education, teachers should impart thinking skills instead of mere information. As Whitehead suggested, the real goal of education is the development of thought processes instead of the accumulation of information. Constructivism, an approach emphasizing the meaning students create in the process of education, is also examined in terms of musical settings. While human beings are naturally predisposed to create meaning and construct concepts, particular ways in which we make sense of the world are learned. From constructivist paradigms to educational interventions, critical thinking is discussed as a movement based both on theory and applied techniques. Among the goals of this movement is the responsibility to educate independent thinkers and autonomous learners who actively make their own meaning of the world. Implications for understanding music, critical thinking, and the humanities in general conclude this paper.

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“…In music education and the eld of music listening, the processes of comparison, evaluation, re ection, judgment and classi cation point to the need to develop students' critical thinking (Bundra, 1993) because learning about musical works o en includes elements of general and subject-speci c thinking (Woodford, 1995). E ective music listening pedagogy should develop students' experience in music listening including feelings and thoughts expressed through the music medium (Tait, Haack, 1984; as cited in Johnson, 2004), but the development of multimedia and digital technology has changed the nature of listeners' musical experiences.…”

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confidence: 99%

Listening to music with the aim of developing high-school students’ musical culture

Senjan¹

2021

Metod. obzori (Online)

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Observing society as a whole, the musical needs of an individual are most often manifested through active music playing/making and listening to mostly popular types of music. The development of one’s personal musical identity and preference for a certain musical expression starts from the earliest age, and develops and takes shape throughout life. The paper explores the subject of music listening during music education of children and young people from early and preschool education to the end of high school with the aim of gaining an insight into the course of continuous musical development of students in this field. The paper also presents the project “Hit lists of popular music” by the High School Dr. Ivan Kranjčev in Đurđevac which encourages high-school students to use the mass media in order to create so-called “playlists’’ on music streaming platforms. The results of the survey have thus shown that in the wide range of different musical expressions students can be guided in a controlled way to discover and listen to aesthetically valuable music, and that there is a positive impact on the development of their critical thinking and personal musical identity.

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Critical Thinking

Cited by 3 publications

References 0 publications

The Effect of Critical Thinking Instruction on Verbal Descriptions of Music

The Effect of Critical Thinking Instruction on Verbal Descriptions of Music

Music Listening and Critical Thinking: Teaching Using a Constructivist Paradigm

Listening to music with the aim of developing high-school students’ musical culture

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