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- As an umbrella term, “the learned style” can be defined narrowly or broadly. In its narrow definition, it draws on prestigious techniques of imitative and invertible counterpoint, especially fugue and canon.
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Eighteenth-century writers on music recognized a spectrum of learned styles. These included not only the imitative counterpoint characteristic of the fugue and the species counterpoint associated with a cappella polyphony, but also a broad range of other styles, such as strict style, church style, or stile antico, transmitted from specialist to ...
- Keith Chapin
- Publication
- 2014
- Book Section
This article considers the concepts of “learning style” and “learning strategy”. The former connotes an inbuilt trait which tends to remain fundamental to the way an individual approaches learning.
- Attention and Perception
- Memory
- Learning
- Motivation
- Emotion
- Metacognition
Interpretation requires attention to many elements or stimuli simultaneously (the positioning of the hands, or of each of the fingers, body tension, the positioning of the bow, the angle of the instrument in relation to the body, the sound produced, the mouthpiece, the musical score, etc.). Unlike a computer, simultaneous processing of information ...
In addition to selective concentration and discriminatory perception of the here and now, musical interpretation also needs to be associated or related to previous experiences. It requires having a musical memory and knowing how to use it. Obviously everything the student does is conditioned by what they already know, by the famous prior knowledge ...
If in accordance with the definition we provided before on page XX, learning implies changing who we are, how we feel and what we do, then to bring about that change the student needs to manage other processes leading to it. Throughout the book, the reader will find numerous examples of the different forms of managing learning propitiated by differ...
Another essential process that intercedes in all situations of learning and teaching is motivation. Since, according to the definition presented some pages ago, learning requires practice and instrumental learning requires a lot of practice, no intentional learning can be achieved without effort and of course one cannot learn an instrument if there...
Although the essential aim of music is to incite emotions in people, it is significant that only recently has there been an interest in discovering how students manage their emotions whilst they are learning music. As happens in general with formal learning, there has been a tendency to assume that learning is a cold experience, a rational rather t...
In each of the processes we have been reviewing, not just for emotions, we have shown that the essential goal of learning while managing them is not just to make them visible but also to train the student to manage them alone with a certain degree of autonomy. This capacity to recognize and regulate the actual psychological processes to improve lea...
- nacho.pozo@uam.es
Nov 6, 2014 · Eighteenth-century writers on music recognized a spectrum of learned styles. These included not only the imitative counterpoint characteristic of the fugue and the species counterpoint associated with a cappella polyphony, but also a broad range of other styles, such as strict style, church style, or stile antico, transmitted from specialist to ...
Jun 28, 2004 · This article offers close readings of the part-song Die Beredsamkeit and the solo song Lob der Faulheit. The former seems to illustrate ‘eloquence’ on at least four levels by imitating the intonation of elevated speech, by invoking the so-called ‘learned style’ of music through the introduction of various contrapuntal procedures, by ...
Oct 11, 2012 · Abstract. Implicit learning is a core process for the acquisition of a complex, rule-based environment from mere interaction, such as motor action, skill acquisition, or language. A body of evidence suggests that implicit knowledge governs music acquisition and perception in nonmusicians and musicians, and that both expert and nonexpert ...
