Most of the time, music is seen as the extra curricular activity in schools. However, music is an essential aspect of education in the learning of attention, art, and cooperation. Music teachers face the challenge of bringing those crucial principles to their students. In doing so, it is necessary to use learning and cognition theories in order to understand how students' minds work and therefore adapt their teaching style accordingly. Although I recognize, Piaget's theory of schema and representation as well as Vygotsky zone of proximal development, I also believe that learning drives development, and that a growth mindset grounded in Gardner's multiple intelligence theory are essential for students' success. Our construction of knowledge …show more content…
In Vygotsky's theory of zone of proximal development, students are led to accomplish a task at a higher cognitive level that they would not be able to do without what Bruner called scaffold's. Scaffolds are anything that allow a student to function at a higher cognitive level. The most effective ones are: teachers, peers, and speech. For example, teaching young children rhythm in terms of quarter or eighth notes requires giving them a task harder than they are able. I would help them learn those rhythms with using words or names, taping on drums. In order to get familiar with rhythms, my kindergarten students will each say their own name in rhythm they will invent??? on drums. Using names they know and having the teacher model it before they do it is the scaffold in that …show more content…
Although we cannot use them all at once, we always use a few for each task. Everyone has those intelligences, at different levels. This theory allows my teaching to acknowledge all of my students' strengths. By exploring and exploiting their strengths in one area, students can improve their weaknesses in another (Dweck, 2015). In my high school music classes, I will have students with many different strengths. In a music theory assignment of an analysis of a song for instance, giving group projects that can include dancing or painting, roman numerals and strict chord analysis, and teaching it to the class relate to at least four different kinds of intelligence. Not only does that allow students to exploit their own strengths and strengthen their self-confidence, but it also also fits well with learning in small groups and learning from your peers. Students learn better in small groups: that avoids boredom and keeps students engaged, and each student is valued for their own strengths by other students. The challenge in this theory is not to label students and classify them as "the good at maths", "the good at languages", for both the teacher and the students themselves. Theories of learning and cognition facilitate the ???? of our students. Through schema and representation theory ?????. Eventually, learning has to be meaningful for students. Even if they do not wish to be musicians,
For this second movie reaction, I decided to watch Mr. Holland’s Opus and find practice of cognitive theories and concepts throughout the film. The movie, starring Richard Dreyfuss is a true story about musician and composer who takes a music teaching job to pay the bills and have spare time to compose a masterpiece. Little did he know that his job would soon consume his life for the next thirty years. Over the course of his teaching, he realizes that he wants his students to have the same zest for music as he possesses. This movie is a great example of social cognitive theory in practice and is related to my field of study, which is music education in a secondary setting.
One such theory is that of Sternberg; Sternberg's triarchic theory of intelligence categorizes intelligence into three different types: analytical, creative, and practical (Santrock, 2017, pg. 292). Another theory about types of intelligence is Gardner's Eight Frames of Mind. Gardner's Eight Frames of Mind consists of eight categories that describe different types of intelligence, these categories include: verbal, mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist (Santrock, 2017, pg. 293). The importance of recognizing that there are different types of intelligence is that it redefines the way one looks at intelligence as a whole. For instance, say a person is not skilled in mathematics and fails majority of their math courses, one may think this person is just not intelligent. However, acknowledging the different types of intelligence would help one to see that while they may not be a person who is skilled in mathematics, they may be incredibly musically skilled or be great with interpersonal
Although musical intelligence is not seen as important or “truly smart” in society, it can still be powerful, and it still is a form of intelligence. Alternative forms of intelligence (those other than “book smarts” like mathematical or linguistic intelligence) are oftentimes overlooked by society. Another aspect of this piece is the view that societal intelligence is important to survival, and can just as easily be used as a reason to consider someone to be smart (Graff). If both musical intelligence and social intelligence are important facets of society, and both can be used to measure somebody’s smarts, musical education should be an appropriate addition to schooling because it has been shown to increase both. Musical education not only increases musical intelligence, but also emotional, interpersonal, and general societal
Howard Gardner’s theory contains eight main multiple intelligence. As the years have progressed there have taken one out and is left with the main seven. These seven are: Linguistic, Mathematical, Spatial, bodily, Musical, Interpersonal, and Intrapersonal. These are found in everyone; however, each person will excel in one or two. Once teachers can determine what intelligence the students will exceed on and teach to their strengths the student will learn much more.
In the model I developed for child development there are three main groups: physical, mental, and social. Within these three groups are subcategories, many including ideas from various theorists, that I will use to support my system of child development. Throughout this paper, I will use ideas, definitions, and examples from the theorists I have chosen and from my own experience.
Jean Piaget was one of the most prominent researchers of the 20th century in the field of psychology and human development. He concentrated his attention on the biological influences on the psychological portrait of the person and developmental stages. Piaget pointed out that the development of a person passes through certain stages; each stage can be characterized by specific features. He argued that learning about the world was possible through personal experience. However, his inspiration of developing the idea of cognitive growth and changes of people came while researching child behavior. Moreover, it is important to note that his research was based on the observation of behavior of his own three children (Berlin, Zeanah & Lieberman, 2008).
middle of paper ... ... Music was not taught in the high school I was in. To satisfy my interest in learning about music and how to play musical instruments, I had to find a source of education other than school; a great depiction in agreement with Graff’s claim that students are being limited by not considering their interests when creating curricula (Graff 197). In conclusion, education is broader than just falling into what the contemporary school system has to offer. Both Gatto and Graff proved this by explaining how conforming students to certain perspectives of education limits their potential in other educational branches that interest the students.
Music is a basic part of everyday life. What makes music unique is its ability to create an emotional response in a person. A music education program should develop the aesthetic experience of every student to its highest potential. Aesthetics is the study of the relationship of art to the human senses. Intelligence exists in several areas, which includes music. The concept of aesthetics allows us to see into ourselves, which in turn helps the development of the intelligences. Not only are these intelligences brought up greatly in music education, but they can be transferred to other areas as well, allowing students to grow more through their other subjects.
Challenges comes in many different shapes and forms. Arising on the dependence of the environment. These past few weeks, I have not only had the privilege to observe music education being taught in high school, but elementary as well. Being able to witness a different learning environment opened my eyes to new future challenges that may arise in the future. As a music teacher, I may have the responsibility to not only teach high school students, but elementary and middle school students as well. These levels each hold their own challenges, and teaching approaches may vary slightly depending on the grades. I have addressed the challenges when it concerns high school students in my last reflection, in this paper, I will discuss the challenges that arise in primary and middle school, in which also includes junior high.
Even when children learn music they able to listen, sing, dance, create movement. Listening to music draw out emotions, and playing music can be just like communicating emotions. Some people find this a very powerful experience. “ Music enriches the lives of students and should be considered a necessary part of education.”
In closing, implementing only one theory of learning can be limiting to the success of students in a classroom setting. A more effective approach would be “draw from two or more theoretical perspectives… to better capture the complex nature of human thinking and learning” (Ormrod, 2012). According to Howard Gardner, there are multiple intelligences in human individuals that are based on biological and cultural elements (Brualdi, 1996). Since each of the intelligences work independently of each other, but also complement each other individuals learn, teachers should teach accordingly (Brualdi, 1996).
Howard Gardner, a professor at Harvard, introduced his theory of multiple intelligences in 1983. Multiple intelligence’s is a theory about the brain that says human beings are born with single intelligence that cannot be changed, and is measurable by a psychologist. Gardner believes that there are eight different intelligences in humans. The eight are verbal linguistic, visual spatial, bodily kinesthetic, mathematical logic, musical, intrapersonal, interpersonal, and naturalist. Understanding these intelligence’s will help us to design our classroom and curriculum in a way that will appeal to all of our students. We might also be able to curve discipline problems by reaching a student in a different way. One that will make more sense to them and more enjoyable. We can include all of the intelligences in lessons to accommodate all of the students’ different learning styles at once. By reaching each students intelligence we can assume that a student will perform better which, could mean students retaining more important information. A students learning style can also help lead them into a more appropriate career direction. As a teacher you can also learn your own personal learning style or intelligence to help improve the way you learn and teach.
As Silver et al (1997) notes, “are conductors, performers, composers and musical critics all using the same music intelligence? What of the differing linguistic intelligences of a master of free verse like William Carlos Williams and a giant literary criticism like Harold Bloom…” As much as I know the multiple intelligence theory can work effectively I can’t focus on an intelligence and guarantee it’s success for those I think associate with that intelligence as intelligences can be in different forms and combinations. As Gardner (1995) himself states, there is no way that every topic can be approached in seven different ways. With the same thought process I realised that I cannot rely specifically on catering to different learning styles, technology and social factors as a guaranteed way to help children learn every time. Learning is an accumulation of different techniques used at different times which together can create an effective experience for a student. Therefore upon reflection I realise that I can apply the knowledge I have learnt about learning in this course to help learning, but it is not a possibility to use them all at the same time or in a single lesson - it will just be a matter of experience and further development to learn when will be the best time to use
One hundred years ago, Jean Piaget (1896-1980) was a young man developing new insights about learning. He was one of a handful of constructivist-minded writers and educational theorists of the time. Learning theories open educators up to new ideas. They are necessary to expand our knowledge of how learning works. Piaget’s work is a well-tested and educators around the world should be aware of Piaget’s Theory of Cognitive development in particular because it will improve the quality of their teaching. Once a teacher knows this theory, they can plan lessons appropriate to their students’ cognitive ability and build upon students’ earlier knowledge in a constructivist way.
Classrooms in the past never really took into consideration that all students learned differently, so one method of teaching was used. This method being, oral lectures that students were expected to take notes on, followed by long winded exams. It wasn’t until later down the line that educators realized that not all students are capable of learning and understanding lessons in this way, and researched different ways to improve teaching. For example, Howard Gardner came to the conclusion that each person is one of seven intelligences. : If a student enjoys reading or writing stories and doing puzzles, then they have the intelligence of Linguistic. Students who are drawn to more strategy type games and logic kind of games are said to be of the Logical-Mathematical Intelligence. Students who are very active whether it be in a sport or art activity, such as dance, are said to be of the Body-Kinesthic Intelligence. Spatial students learn with pictures, they need to see things to understand, they are drawn toward drawing and building with blocks. Musical Intelligences are students who are drawn to music, they have the ability to learn by listening and can many times hear things that others are not able to. Students who thrive at being the leader and being in charge of their peers have the Intelligence of Interpersonal, these types o...