认知研究对听觉技能教学的再思考

IF 0.4 2区艺术学 0 MUSIC

Music Theory Online Pub Date : 2021-06-01 DOI:10.30535/mto.27.2.4

E. Marvin

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引用次数: 0

摘要

本文回应了本期发表的三篇将音乐认知研究与听觉技能教育学联系起来的论文。Gary S.Karpinski专注于主音推理，作为对基于do的小调solfège教学法的支持。我的讨论支持了这一立场，从关键的个人资料实验和语料库分析中得到了证据。Timothy Chenette提出了一种基于感知的听觉技能教学序列。他勾画了一个示范课程，我提出了一个人员配置解决方案，并提出了一项基于研究的挑战：高声音优势原则。最后，Sarah Gates思考了认知科学可以告诉我们的听觉意象。我提供了利用大脑运动区域激活的课堂策略。

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Rethinking Aural Skills Instruction through Cognitive Research

This essay responds to three papers appearing in this issue that relate music-cognitive research to aural skills pedagogy. Gary S. Karpinski focuses on tonic inference as support for do-based minor solfège pedagogy. My discussion supports this position, with evidence from key-profile experiments and corpus analyses. Timothy Chenette proposes a perceptually based learning sequence for aural skills instruction. He sketches a model curriculum, to which I propose a staffing solution and offer a research-based challenge: the high-voice superiority principle. Finally, Sarah Gates considers what the cognitive sciences can tell us about auditory imagery. I offer classroom strategies that take advantage of motor-area activation in the brain.

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来源期刊

Music Theory Online MUSIC-

CiteScore

1.70

自引率

25.00%

发文量

审稿时长

42 weeks

期刊介绍： Music Theory Online is a journal of criticism, commentary, research and scholarship in music theory, music analysis, and related disciplines. The refereed open-access electronic journal of the Society for Music Theory, MTO has been in continuous publication since 1993. New issues are published four times per year and include articles, reviews, commentaries, and analytical essays. In addition, MTO publishes a list of job opportunities and abstracts of recently completed dissertations.