Improving studio music teaching through understanding learning styles

Beheshti, Setareh

doi:10.1177/0255761409102319

Cited by 15 publications

(18 citation statements)

References 8 publications

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“…Students may approach these challenges through differentiated learning styles (Beheshti, 2009) and may use a variety of specific strategies to boost correct perception, memorization, and notation (Karpinski, 2000). Researchers have found that students may use motor and visual imagery (Mikumo, 1994;Thompson, 2004), contextual solfège syllable systems (McClung, 2001), and "chunking" of bits of information into larger pieces (Madsen & Staum, 1983;Potter, 1990) to take dictation successfully.…”

Section: Articlementioning

confidence: 99%

An Exploration of Undergraduate Music Majors’ Melodic Dictation Strategies

Buonviri

2014

Update: Applications of Research in Music Education

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Based on the needs for viable melodic dictation strategies and thoughtful approaches to teaching prerequisite skills, the central research question guiding this qualitative study was as follows: What strategies do dictation takers describe having used on successfully completing a standard melodic dictation? Six sophomore music majors, recommended by their theory professors as consistently successful in melodic dictation, completed two cycles each of a standard dictation coupled with a follow-up reflection interview focused on strategies. Three overarching themes emerged from data analysis: (1) Participants are highly skilled at directing their attention during dictation, (2) participants prioritize tasks carefully during each listening of a dictation, and (3) participants skillfully coordinate a variety of musical and problem-solving skills to complete dictations successfully.

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Section: Articlementioning

confidence: 99%

An Exploration of Undergraduate Music Majors’ Melodic Dictation Strategies

Buonviri

2014

Update: Applications of Research in Music Education

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“…Specific cognitive abilities, such as verbal abilities, visual imagery and spatial abilities are thought to play significant roles in the development of the visualizer-verbalizer dimension of cognitive style and learning preferences. The presumption that cognitive style and learning preferences are closely related frequently forms the basis of instructional practices across many different disciplines (e.g., Beheshti, 2009). Despite its intuitive appeal, however, empirical evidence validating the relationships among cognitive style, cognitive abilities and learning preferences remains contentious (Mayer, 2008;Sternberg, Grigorenko, & Zhang, 2008a).…”

mentioning

confidence: 99%

An Empirical Investigation of the Relationships Among Cognitive Abilities, Cognitive Style, and Learning Preferences in Students Enrolled in Specialized Degree Courses at a Canadian College

Choi

Sardar

2011

cjsotl-rcacea

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Although specific cognitive abilities, cognitive style, and learning preferences are assumed to be inter-related, the empirical evidence supporting this assumption is mixed. Cognitive style refers to how individuals represent information, and learning preference refers to how individuals prefer the presentation of information (Mayer & Massa, 2003). Both cognitive style and learning preferences have been linked to specific cognitive abilities, such as verbal abilities, visual imagery and spatial abilities, though the nature of the inter-relationships remains tenuous in the literature. The present study addressed the roles of specific cognitive abilities in the relationship between learning preferences and the visualizer-verbalizer dimension of cognitive style, using a unique sample of students enrolled in specialized post-secondary programs. A battery of cognitive tests and questionnaires was administered. It was found that spatial abilities predicted visual cognitive style, which in turn, predicted visual learning preferences. Vocabulary knowledge predicted verbal cognitive style, but not verbal learning preferences. These results suggest that specific cognitive abilities predict visual-verbal cognitive styles, though the distinction between visual-verbal cognitive styles does not have clear associations with learning preferences.Bien que l’on suppose que les habiletés cognitives, le style cognitif et les préférences en matière d’apprentissage soient interreliés, les preuves empiriques étayant cette supposition sont partagées. Le style cognitif renvoie à la façon dont les individus perçoivent l’information et les préférences en matière d’apprentissage concernent la présentation de l’information (Mayer & Massa, 2003). Les chercheurs ont établi un lien entre, d’une part, le style cognitif et les préférences d’apprentissage et, d’autre part, des capacités cognitives spécifiques comme les habiletés verbales, l’imagination visuelle et les capacités spatiales; quoique la nature des interrelations reste fragile dans les écrits. La présente étude a considéré le rôle des habiletés cognitives spécifiques dans la relation entre les préférences d’apprentissage et la dimension visualisation-verbalisation des styles cognitifs à partir d’un échantillon d’étudiants inscrits à des programmes postsecondaires spécialisés. Les chercheurs ont administré une batterie de tests cognitifs et de questionnaires. Ils ont découvert que les habiletés spatiales permettaient de prédire le style cognitif, qui à son tour, permettait de prédire les préférences d’apprentissage visuel. La connaissance du vocabulaire prédisait le style cognitif verbal, mais pas les préférences en matière d’apprentissage verbal. Ces résultats suggèrent que des habiletés spécifiques permettent de prédire les styles cognitifs verbaux et visuels, même s’il n’y a pas de lien clair entre les préférences d’apprentissage et la distinction entre ces styles

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“…En los últimos años, diversos estudios (Beheshti, 2009;Zhukov, 2007) han puesto de relieve un creciente interés por optimizar el proceso de enseñanza-aprendizaje a través de la adaptación metodológica al alumno, también en el contexto de la enseñanza instrumental.…”

Section: Intervención Pedagógica Personalizadaunclassified

Heinrich Neuhaus: intuición y método en la enseñanza del piano

Sánchez

Noguero

2017

Rev. Electrón. Complut. Investig. Educ. Music.

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Resumen: Heinrich Neuhaus fue uno de los protagonistas en la creación y evolución de la escuela pianística soviética. Profesor del Conservatorio de Moscú desde 1922 hasta su muerte en 1964, sus particulares métodos de enseñanza atrajeron muy pronto la atención de músicos y pedagogos. El interés que suscitó su estilo docente hizo que se realizaran grabaciones de algunas de sus clases, dando así lugar a un valioso material en el que se incluyen registros estenográficos y grabaciones sonoras. En este trabajo se ha llevado a cabo un detallado análisis de estas fuentes junto al estudio de sus artículos, cartas y otros documentos personales -en su mayoría sin traducir y poco conocidos en Occidente-, para así profundizar en la comprensión del enfoque humanista de su método docente. También se exploran las prácticas que hicieron de Neuhaus un pedagogo de una influencia excepcional, y se ofrece un detallado análisis de sus sesiones de clase, incluyendo estrategias metodológicas y de organización. Palabras clave: Heinrich Neuhaus; educación musical; método de enseñanza; enseñanza individualizada; escuela pianística soviética[en] Heinrich Neuhaus. Intuition and method merge in piano teaching Abstract. Heinrich Neuhaus was deeply involved in the creation and evolution of the Soviet piano school. He taught at the Moscow Conservatory from 1922 until his death in 1964 and his particular teaching methods soon attracted the attention of pedagogues and musicians, who enthusiastically attended his lessons. The interest his teaching style generated at that time led to the recording of some of his lessons, providing extensive material among which includes stenographic records and many sound recordings. These primary sources have been studied in this paper, along with his articles, letters, and other personal documents -mostly un-translated and little known in the West-, in order to provide a deeper understanding of his humanistic and comprehensive approach. This article explores those practices, which made Neuhaus an exceptionally influential pedagogue, and provides a detailed analysis of his class sessions, including organizational and methodological strategies.

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Improving studio music teaching through understanding learning styles

Cited by 15 publications

References 8 publications

An Exploration of Undergraduate Music Majors’ Melodic Dictation Strategies

An Exploration of Undergraduate Music Majors’ Melodic Dictation Strategies

An Empirical Investigation of the Relationships Among Cognitive Abilities, Cognitive Style, and Learning Preferences in Students Enrolled in Specialized Degree Courses at a Canadian College

Heinrich Neuhaus: intuición y método en la enseñanza del piano

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