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E-grāmata: Holistic Musical Thinking: A Pedagogical Model for Hands-On and Heart-Felt Musical Engagement: Routledge New Directions in Music Education Series

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Holistic Musical Thinking: A Pedagogical Model for Hands-On and Heart-Felt Musical Engagement: Routledge New Directions in Music Education SeriesPalielināt
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Holistic Musical Thinking presents a comprehensive view of how people engage with music from a hands-on and heart-felt perspective. This approach embraces the teaching and learning processes as a multi-dimensional amalgamation of knowing, doing, and feeling through musical experiences.



Holistic Musical Thinking presents a comprehensive view of how people engage with music from a hands-on and heart-felt perspective. This approach embraces the teaching and learning processes as a multi-dimensional amalgamation of knowing, doing, and feeling through musical experiences. The result is a five-dimensional model that synthesizes cognitive, affective, and psychomotor learning with curricular integration.

With pedagogical applications, Holistic Musical Thinking offers a multi-faceted perspective that benefits both music teachers and their students. This innovative approach uses established research for a new model of musical thinking and taxonomy of musical engagement. Complete with classroom vignettes and pedagogical strategies, this book reframes musical thinking as a new direction in music education. Written for music teachers, teacher-educators, and their students, this book provides practical applications of the multi-dimensional Model of Holistic Musical Thinking for K-12 music education, and beyond.

Recenzijas

In this ambitious and optimistic monograph, forward-facing music educator Daniel Johnson has synthesized diverse epistemological and ontological work to present a text designed to help teachers meet all students needs focusing on learners as multifaceted people whose humanity can be reached through pedagogy in the present.

Gareth Dylan Smith, Assistant Professor of Music, Music Education, Boston University College of Fine Arts School of Music

"Johnson's innovative approach transforms music education by uniting intellectual understanding, physical skill, and emotional connection with cross-curricular relevance and student motivation. This research-backed framework provides both classroom teachers and teacher educators with practical strategies to nurture complete musicians. Essential reading for professionals committed to a more holistic and effective approach to music teaching and learning."

Ann Marie Stanley, Director, School of Music and Professor of Music Education, The Pennsylvania State University

"The authentic nature of the examples provided in Daniel Johnson's Holistic Musical Thinking offers an ideal platform to help students understand music learning processes. Connections to theories of learning and transference to instructional practice are made clear."

Frederick Burrack, Distinguished Graduate Professor, Graduate Chair of Music, Kansas State University, Manhattan, Kansas

"Holistic Musical Thinking expands the field of music education, explaining that musical thinking involves a complex symphony of cognitive, affective, and psychomotor functions. Johnson provides a wealth of scholarship and culturally-situated vignettes, recommended for researchers, practitioners, and university students to holistically appreciate music as a unique and essential human pursuit."

Clint Randles, Professor of Music Education and Contemporary Music, University of South Florida

1 Exploring Musical Thinking

Setting the Stage for Holistic Musical Thinking

History and Theory of Musical Thinking

A New Model

An AIT Conceptual Framework

Summary

2 Domains of Learning and Teaching

Behind the Scenes

The Learning Domain

The Teaching Domain

Summary

3 A Pedagogical Model for Holistic Musical Thinking

Previous Ideas about Musical Thinking

A New Pedagogical Model for Holistic Musical Thinking

An Example Vignette

Summary

4 Practical Applications

The Model in Action

Classroom Vignettes: On Stage

Developing a Musical Thinking Curriculum

Summary

Conclusion

Appendix

Daniel C. Johnson is Professor of Music and Coordinator of Graduate and Undergraduate Music Education Studies at the University of North Carolina Wilmington, USA.
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