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? S E L U R T L M 3 4 What Are Core Values? CORE - PowerPoint PPT Presentation

Apr 01, 2024 •273 likes •329 views

EVADING THE MLT POLICE? What MLT rulescan you think of? MAKING COMPROMISES WITHOUT COMPROMISING CORE VALUES Respond at PollEv.com/heathershoul495 OR Text HEATHERSHOUL495 to 37607 once to join, then text your response **Limit of 40

  1. EVADING THE MLT POLICE? What MLT “rules”can you think of? MAKING COMPROMISES WITHOUT COMPROMISING CORE VALUES Respond at PollEv.com/heathershoul495 OR Text HEATHERSHOUL495 to 37607 once to join, then text your response **Limit of 40 total responses, so please give others a chance HEATHER NELSON SHOULDICE, EASTERN MICHIGAN UNIVERSITY before responding multiple times. :) HEATHERSHOULDICE@GMAIL.COM — WWW.EVERYDAYMUSICALITY.COM 1 2 ? ” S E L U R “ T L M 3 4

  2. What Are Core Values? CORE VALUES “Core values are the fundamental beliefs of a person or organization. These guiding principles “RULES”? dictate behavior and can help people understand the di ff erence between right and wrong. COST-BENEFIT Core values also help companies to determine if they are on the right path and fulfilling their goals ANALYSIS by creating an unwavering guide.” https://examples.yourdictionary.com/examples-of-core-values.html 5 6 Audiation is the core of Music Learning Theory. “As we continue to grow and develop, Syntax and context are fundamental to audiation. we need to be aware of the core All children are musical and unique. principles that lie at the heart of Children learn by doing. Music Learning Theory so that we do Music is learned in much the same way that a language is not lose our way. learned. Sound must precede sight. What are the fundamental, immutable principles that must remain present in Children need to experience a rich musical vocabulary and a wide variety of tonalities and meters. all that we know and do?” Discrimination learning lays the foundation for inference learning. Whole/part/whole sequencing enhances and deepens learning. Taggart, C. C. (2018). Continuing the legacy of audiation: Understanding Music Learning Theory’s core principles. Audea: A Journal for Research and Assessment improves instruction. Applications of Music Learning Theory, 20 (1), 5-13. 7 8

  3. “RULE”??? When might you feel a need Why did Gordon make it a to break that “rule”? Why “rule” in the first place? Is it might you disagree with it or rooted in any of the core feel that it won’t work for values of MLT? you or your students? By “breaking the rule” in this Instead of following the way, what might you be “rule,” what might you want sacrificing in terms of core to do instead? What might values? you gain by making that change? Is the potential benefit worth the potential cost? 9 10 NO LABELS AT Audiation is the core of Music Learning Theory. AURAL/ORAL ! Syntax and context are fundamental to audiation. All children are musical and unique. When might you feel a need Why did Gordon make it a Children learn by doing. to break that “rule”? Why “rule” in the first place? Is it might you disagree with it or rooted in any of the core Music is learned in much the same way that a language is feel that it won’t work for values of MLT? learned. you or your students? Sound must precede sight. By “breaking the rule” in this Instead of following the way, what might you be “rule,” what might you want Children need to experience a rich musical vocabulary and a sacrificing in terms of core to do instead? What might wide variety of tonalities and meters. values? you gain by making that Discrimination learning lays the foundation for inference learning. change? Whole/part/whole sequencing enhances and deepens learning. Is the potential benefit worth the potential cost? Assessment improves instruction. 11 12

  4. NO LABELS AT STUDENTS SHOULDN’T AURAL/ORAL ! SEE SOLFEGE! When might you feel a need Why did Gordon make it a When might you feel a need Why did Gordon make it a to break that “rule”? Why “rule” in the first place? Is it to break that “rule”? Why “rule” in the first place? Is it might you disagree with it or rooted in any of the core might you disagree with it or rooted in any of the core feel that it won’t work for values of MLT? feel that it won’t work for values of MLT? you or your students? you or your students? By “breaking the rule” in this By “breaking the rule” in this Instead of following the Instead of following the way, what might you be way, what might you be “rule,” what might you want “rule,” what might you want sacrificing in terms of core sacrificing in terms of core to do instead? What might to do instead? What might values? values? you gain by making that you gain by making that change? change? Is the potential benefit worth the potential cost? Is the potential benefit worth the potential cost? 13 14 STUDENTS SHOULDN’T NO LABELS AT SKILLS SHOULD BE AURAL/ORAL ! SEE SOLFEGE! TAUGHT FIRST IN LSAs! When might you feel a need Why did Gordon make it a When might you feel a need Why did Gordon make it a to break that “rule”? Why “rule” in the first place? Is it to break that “rule”? Why “rule” in the first place? Is it might you disagree with it or rooted in any of the core might you disagree with it or rooted in any of the core MINOR INFRACTION MINOR INFRACTION feel that it won’t work for values of MLT? feel that it won’t work for values of MLT? you or your students? you or your students? By “breaking the rule” in this By “breaking the rule” in this Instead of following the Instead of following the way, what might you be way, what might you be “rule,” what might you want “rule,” what might you want sacrificing in terms of core sacrificing in terms of core to do instead? What might to do instead? What might values? values? you gain by making that you gain by making that change? change? Is the potential benefit worth the potential cost? Is the potential benefit worth the potential cost? 15 16

  5. OTHER “RULES”??? OTHER “RULES”??? Pause before breathing/gesturing for students to echo a tonal pattern. When might you feel a need Why did Gordon make it a to break that “rule”? Why “rule” in the first place? Is it Sing songs for students, not with students. might you disagree with it or rooted in any of the core Teach LSA pages in the given order? feel that it won’t work for values of MLT? you or your students? Teach a tonal LSA page one week and a rhythm page the next. By “breaking the rule” in this Instead of following the When teaching LSAs, only use familiar functions in class patterns. way, what might you be “rule,” what might you want sacrificing in terms of core to do instead? What might Give every student teaching mode before evaluation mode. values? you gain by making that Alternate between individual and class patterns and between E/M/D. change? Move on from an LSA page when 80% of the class is successful. Is the potential benefit worth the potential cost? Begin tonal reading with tonic/dominant patterns. 17 18 Audiation is the core of Music Learning Theory. Syntax and context are fundamental to audiation. All children are musical and unique. heathershouldice@gmail.com Children learn by doing. www.everydaymusicality.com Music is learned in much the same way that a language is learned. Sound must precede sight. Children need to experience a rich musical vocabulary and a wide variety of tonalities and meters. Discrimination learning lays the foundation for inference learning. Whole/part/whole sequencing enhances and deepens learning. Assessment improves instruction. 19 20

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