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Music learning theory (MLT), which was developed by Edwin Gordon, provides a theoretical framework for teaching music. At its core is the goal of developing audiation skills so that students can become musically independent.
It analyzes four influential perspectives of learning, and considers how the learner is shaped by them: (1) the music learner as a skilled performer, (2) the music learner as a collaborator, (3) the music learner as an explorer, and (4) the music learner as an authentic musical being.
Music Learning Theory serves as a theoretical framework that “offers guidance and direction for development of appropriate method…” (Gordon, 2012, p. 28). This keynote identifies and explores some of the key principles of that theoretical framework: (1) audiation is the core of Music Learning Theory; (2) syntax and context is fundamental ...
Educational Psychology and Learning Theories in Music. Based on Piaget’s stages, learners progress through six phases of moral development. Development is revealed by the manner in which a learner responds to a moral dilemma.
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We understand what something is by comparing it to what it is not. To learn to audiate major tonality, for example, one must also have experience with other tonalities such as minor, dorian, and mixolydian. Music Learning Theory methods help children learn to discriminate among diverse tonal patterns, rhythm patterns, tonalities, meters, tonal func...
Just as the meaning of a word is affected by the sentence in which it resides, so is context critical to the audiation of musical elements. It is important during both classroom activities and learning sequence activities to establish tonal and rhythm context. For example, during tonal pattern instruction the teacher repeatedly establishes tonality...
Rhythm is not processed intellectually; it must be felt in the body through movement. Music Learning Theory methods are designed to help students develop an inner awareness of meter, macrobeats, microbeats, and melodic rhythm (see rhythm content) in order to perform with accurate rhythm, steady tempo, and rhythmic “flow.”
Theory of Music Preference was the most commonly cited theory (n = 30), followed by Piaget’s Genetic Epistemology (n = 12) and Attribution Theory (n = 10). Studies dealing with elementary/ secondary-general music and higher-education/teacher education were most likely to incorporate theoretical frameworks.
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Because music learning theory indeed has formed the basis for development of rewarding music education curriculums in various countries, it seems incipient tests of statistical significance, when contrasted with successful practical and enduring application of the
