Contemporary music and learning strategies for a new musical piece in piano classes

被引：0

作者：

Cara Jara, Michel Andre ^{[1
,2
,3
]}

机构：

[1] Pontificia Univ Catolica Chile, Educ Mus, Santiago, Chile

[2] PUCV, Inst Mus, Santiago, Chile

[3] PUCV, ELV, Santiago, Chile

来源：

MUSICA HODIE | 2019年 / 19卷

关键词：

Short-term learning; dynamic learning strategies; musical performance; contemporary music; piano classroom; MODEL; KNOWLEDGE;

D O I：

暂无

中图分类号：

J6 [音乐];

学科分类号：

摘要：

This research work studied the short-term learning process of a new piece of contemporary music in a functional piano class at the Faculty of Arts of the University of Chile. The participants (n = 10) read the selected piece 4 times and were allowed to practice for two minutes between each performance. The performance data are analyzed as well as the involvement of the teacher and students in the generation of dynamic learning strategies. The results suggest the existence of proto-learning profiles.

引用

页数：16

共 23 条

[1] SUBJECTIVE REPRESENTATIONS AND COGNITIVE COMPETENCIES IN THE LEARNING PROCESS OF A NEW CONTEMPORARY MUSIC PIECE FOR PIANO
Cara, Michel A.
CUADERNOS DE MUSICA ARTES VISUALES Y ARTES ESCENICAS, 2018, 13 (02): : 205 - 226
[2] MUSIC VS PAINTING. THE CONTEMPORARY CALLIGRAM IN THE VALENCIAN MUSICAL WORK
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[3] Conceptions of woodwind students regarding the process of learning a piece of music
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[4] Enacting Musical Time: The Bodily Experience of New Music
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[5] Musical "learning styles' and "learning strategies' in the instrumental lesson: The Ear Playing Project (EPP)
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[7] The Role of Metacognitive Strategies in Learning Music: A Multiple Case Study
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[8] A New Look at Musical Expectancy: The Veridical Versus the General in the Mental Organization of Music
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Music, Mind, and Embodiment, 2016, 9617 : 358 - 370
[9] Focus of attention in musical learning and music performance: a systematic review and discussion of focus instructions and outcome measures
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FRONTIERS IN PSYCHOLOGY, 2024, 15
[10] Learning patterns in music practice: links between disposition, practice strategies and outcomes
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MUSIC EDUCATION RESEARCH, 2012, 14 (02) : 243 - 263

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