The applied music lesson remains a revered symbol of Western European tradition in American music education. Very little research exists assessing its continued viability as a method in its current form. This paper examines eight author observed assumptions about applied music lessons which flaw the learning process. Through available research, the assumptions demonstrate that the traditional applied lesson is teacher centered and difficult to assess. Exposing the resultant delusions of the eight assumptions reveals how a holistic approach in a studio can engage students in critical thinking and enhance student self-awareness. These primary goals place the educational emphasis on the process rather than the technically perfect performance as the terminal experience. Sample lesson techniques for undergraduate viola students will incorporate critical thinking methods to transform the weekly encounter into a student-centered experience which develops skills for continued self-directed study.
|Commitee:||Aponte, Pedro, Donakowski, Carl|
|School:||James Madison University|
|School Location:||United States -- Virginia|
|Source:||DAI-A 76/09(E), Dissertation Abstracts International|
|Subjects:||Music, Music education, Higher education|
|Keywords:||Applied lessons, Assumption, Critical thinking, Flow, Mindfulness|
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