Research in Music Teaching and Learning (Editado en: inglés)
DOI:
https://doi.org/10.7203/LEEME.5.9700Keywords:
Research in Teaching, Music Learning, Music Education.
Abstract
Teaching and learning are both complex processes, but continuing research can help clarify what is involved in good teaching and learning. Learning is defined as change of behavior. Behavior is defined as any overt or covert response that is observable directly or indirectly. Teaching is any process of purposeful intervention either by teacher, parent, computer or textbook that is intended to bring about learning.
Author Biography
Clifford K. Madsen, The Florida State University
References
Brown. A. & Alley, J. M., (1983). Multivariate analysis on degree persistence of undergraduate music education majors. Journal of Research in Music Education, 31 (4), 271-281.
Byo, J. L. (1990) Recognition of intensity contrasts in the gestures of beginning conductors. Journal of Research in Music Education, 38, 164-174. Cassidy, J. W., (1990). Effect of intensity training on preservice teacher's instruction accuracy and delivery effectiveness. Journal of Research in Music Education, 38, (3), 164-174.
Duke, R. A., & Madsen, C. K., (1991). Proactive versus reactive teaching. Council for Research in Music Education. (108), 1-14.
Forsythe, J. L., (1975). The effect of teacher approval, disapproval, and errors on student attentiveness: Music versus classroom teachers. In Madsen, C. K., Greer, R. D., & Madsen, C. H. Jr., (Eds.) Research in music behavior (49-55). New York: Teachers College Press.
Gardner, M. K. (1885). Cognitive psychological to instructional task analysis. In E.W. Gorden (Ed.), Review of Research in Education, 12, 157-195.
Jellison, J. A. & Wolfe, D. E. (1987). Verbal training effects on teaching units: An exploratory study of music teaching antecedents and consequents. In Madsen, C. K. & Prickett, C. A. (Eds.), Applications of research in music behavior (135-148). Tuscaloosa, Al: The University of Alabama Press.
Kaiser, K. (1998). The effect of high versus low intensity teaching on band musicianís evaluation of teaching effectiveness. Unpublished dissertation, The Florida State University, Tallahassee.
Madsen, C. K., (1965). Experimental research in applied music. Music Educators Journal, 51 (6).
Madsen, C. K., (1978). Experimental Research in Music 2nd Edition, Raleigh, NC: ContemporaryPublishing. Spanish translation by Ana Lucia Frega, marymar, Buenos Aires, 1988.
Madsen, C. K., & Moore, R. S. (1978). Experimental Research in Music: Workbook in Design andStatistical tests, Raleigh, NC: Contemporary Publishing. Spanish translation by Orlando Musumeci, de losPayadores 460, Ituzaingo (1713), Buenos Aires, 1995.
Madsen, C. K., (1971). How reinforcement techniques work. Music Educators Journal, 57, (8).
Madsen, C. K., (1981). Music therapy: A behavioral guide for working with the mentally retarded.Washington DC: National Association for Music Therapy.
Madsen, C. K., (1988). Intensity as an attribute of effective teaching. Research in music education: AFestschrift in Honor of Arnold Bentley. Anthony Kemp (Ed.), ISME, Edition Two.
Madsen, C. K., (1993) Developing prospective music teachers. A Festschrift in Honor of Helmut Moog.Frankfurt am Main: Peter Lang.
Madsen, C. K., & Geringer, J. M., (1983). Attending behavior as a function of in-class activity inuniversity music classes. Journal of Music Therapy, 20 (1), 30-38.
Madsen, C. K., & Geringer, J. M., (1989). The relationship of teacher "on task" to intensity and effectiveteaching. Canadian Music Educator, 30, 87-94.
Madsen, C. K. Greer, R. A. & Madsen, C. H. Jr., (1975). Research in music behavior. New York:Teachers College Press.
Madsen, C. K. & Jellison, J. A., (1991). Forschung im Bereiche der Musik in der Sondererziehung. Moog,H., Studien zur Music, Band 5, Musizieren mit Behinderten: Forschung, Didakitik, Transfer. Frankfurt amMain: Peter Lang.
Madsen, C. H. Jr. & Madsen, C. K., (1983). Teaching/Discipline: a positive approach for educationaldevelopment (3rd Ed.) Raleigh, NC: Contemporary Publishing Company (4th ed., 1999).
Madsen, C. K. & Kuhn T. L., (1994). Contemporary Music Education, (2nd Ed.) Raleigh,NC:Contemporary Publishing Company.
Madsen, C. K., Standley, J. M., & Cassidy, J. W., (1989). Demonstration and recognition of high/lowcontrasts in teacher intensity. Journal of Research in Music Education, 37, 87-94.
Madsen, C. K., Standley, J. M., Byo, J. L., & Cassidy, J. W., (l992). Assessment of effective teaching byinstrumental music teachers and experts. Update 10 (2).
Madsen, C. K. Yarbrough, C., (1980). Competency based music education. Engelwood Cliffs, NJ:Prentice-Hall Inc.
Madsen, C. K. & Duke, R. A. (1993). Selection and development of prospective music teachers. Journalof Music Teacher Education, 3(1), 5-11.
Price, H. E. (1983). The effect of conductor academic task presentation, conductor reinforcement, andensemble practice on performersí musical achievement, attentiveness, and attitude. Journal of Research inMusic Education, 31, 245-257.
Sims, W. L. (1986). The effect of high versus low teacher affect and passive versus active student activityduring music listening on preschool childrenís attention, piece preference, time spent listening, and piecerecognition. Journal of Research in Music Education, 34, 173-191.
Yarbrough, C. (1975). The effect of magnitude of conductor behavior on performance, attentiveness, andattitude of students in selected mixed choruses. Journal of Research in Music Education, 23, 134-146.
Yarbrough, C. & Price, H. E. (1981). Prediction of performer attentiveness based on rehearsal activityand teacher behavior. Journal of Research in Music Education, 29, 209-217.
Yarbrough, C. & Price, H. E. (1989). Sequential patterns of instruction in music. Journal of Research inMusic Education, 37, 179-187.
Yarbrough, C., Price, H. E., & Bowers, J. K., (1991). The effect of knowledge of research on rehearsalskills and teaching values of experienced teachers. Update, 9, 17-20.
Downloads
Published
Issue
Section
License
Authors who have publications with this journal agree to the following terms:
a) Authors will retain their copyright and will grant the journal the right of first publication of their work, which will simultaneously be subject to the Creative Commons Attribution License that allows third parties to share the work as long as its author and first publication in this journal are indicated.
b) Authors may enter into other non-exclusive licensing arrangements for the distribution of the published version of the paper (e.g. depositing it in an institutional telematic archive or publishing it in a monographic volume) provided that initial publication in this journal is indicated.
c) Authors are allowed and encouraged to disseminate their work via the Internet (e.g. in institutional telematic archives or on their website) before and during the submission process, which may lead to interesting exchanges and increase citations of the published work.
d) They agree to act as reviewers, if requested by the journal's editorial team.
Language
Information