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Portal:Classical music/Quotes/10 Music is at once the product of feeling and knowledge, for it requires from its disciples, composers and performers alike, not only talent and enthusiasm, but also that knowledge and perception which are the result of protracted study and reflection.
Music education is also a research area in which scholars do original research on ways of teaching and learning music. Music education scholars publish their findings in peer-reviewed journals, and teach undergraduate and graduate education students at university education or music schools, who are training to become music teachers.
While formal music education has roots going at least as far back as the Hebrews in Egypt [2] or the ancient Greeks, [3] challenges arose as music became more specialized and technically complex after the 5th century BCE in Ancient Greece and as the development of notation shifted music education from training in singing to training in music reading. [4]
7. "You have to take what you can get when you're getting started." 8. "Tejano music was hard for us because I was a girl. My dad had a lot of problems while trying to set up shows for us or ...
Mursell's The Psychology of School Music Teaching (with Kansas City music supervisor Mabelle Glenn, 1931) and Human Values and Music Education (1934) became standard texts. . "Principles of Music Education" appeared as the opening chapter in the 1936 yearbook of the National Society for the Study of Education, and Mursell was also a contributing author to the 1958 yearbook Basic Concepts in ...
Gordon music-learning theory is a model for music education based on Edwin Gordon's research on musical aptitude and achievement in the greater field of music learning theory. [1] [2] The theory is an explanation of music learning, based on audiation (see below) and students' individual musical differences. The theory takes into account the ...
The series aimed to establish “a pattern for music teacher education based on the areas of knowledge and processes involved in music education rather than on the levels and specializations in music education.” [3] According to Leonhard, the “mastery of all of these processes and areas of knowledge is essential for the successful music ...
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