Week 11 Flashcards
Aptitude and and achievement done and now onto the development of achievement.
Development of musical skills.
Domains of leRning. Needed 4
1. Affective domain (developed over time)
Subsumed by attitude rela. To rock music, young children open to music more than we think. This aspect we will gloss over.
2. Physical: vocal and motor.
Gesellschaft book. Normative landmarks book. High variation though.
3. Perceptual:
***Conceptual:
Watch performance adjudication podcast!
Adjudication specialty of Wapnick. Extraneous things.
Watch over next week.
Pitch discrimination
Young kids have difficult following low high due to language,
Only 50% her
Between 6-9 make twice as much improvement the between 9-19
Loudness, kids are usually vRy good at loudness. Cuz told to be quiet. Get a lot of feedback in terms of loud or soft.
Centration,
Only able to focus on one thing at a time. So until only 8 or 9 child can only focus on melody or accomp, by 10 only get to hear the two togethor.
Piaget did not use q
Experiments. Did everything through observation.
Cognitive theory of development.
Stage based theory.
We are focusing on conceptual
1) Sensorimotor (0-(18-24m))
Physical manipuLtion, contact and immediate senses.
Differentiation. PickVoo they really are surprised.
2) pre-operational 2-7y
There are critical points, therefore not gradual. Great variability between people and subjects.
Syllogistic
All boys are stupid,
George is a boy
All boys are stupid.
If you cannot do this, implies centration.
3) Concrete operational 7-11
4) Formal operations. 11-
Conservation eg.
Saw video. No ever seal of operations!
Conservation is whe a child can conserve quantity, characteristic of proper atonal stage.
Applied to music. Like transposition, is it the same, or metrical groupings. Augmentation diminution.
Isomorphism.
Information retained whe something is varied.
If something varies, it has enough info, to reconstruct the original.
Eg. Conservation
Conservation of meldoy and rhythm.
8 are much better than 5 year olds
Analogy:
A is to B as C is to D
Kids under 2 cannot do this.
GeneralizTion. On basis of behViur. Making assumptions.
Deductions,
Abstract reasoning, Analogy, generalization transfer, (one sit. Learned applied to another)
Cognitive abilities. That adults can do and kids cannot.
Not gradual by qualitative way of thinking over time.
Concrete vs abstract reasoning,
What is said by outside source, using logic vs experience.
Set of facts, go beyond experience and abstract, reason it out.
Music performance anxiety. Now.
1 in 4 suffer from it regarding it as serious, 1 in 6 see it as severe problem. Could be due to stigma at time.
It’s a syndrome, many type of symptoms.
Physiological cold hot hands, dry mouth
Behavioural: shaking,
Cognitive:
Affective: ? Not mentioned.
How does it develop.
Children as young sans 3/4 apparently can develop it.
How does it develop. MPA THAT IS
Classical conditioning. Pavlov dogs. Ucs (Unconditioned stimulus) Meat, Ucr, is salivation
Cs cr
Pair bell just before meat is presented.
For MPA. Next time.
MPA is a significant problem and is a syndrome
So physiologic, behavioural, cognitive. Review and now why do we have anxiety, ?
To run away from danger.
Small amount of anxiety seems to result in a better performer acne,
But in terms of interference, memorization and fine finger coordination, speed up but irregular. Less dynamic contrast.
Theories of map development
Pavlov thing
USC ucr
Cs cr
Meat salivation Bell salivation. For musicians need third level Ucs---ucr Pain. Fear
Cs————————————–cr
Negative eval. Far or anx.
Perforamcne sit. Fear.
Pain, as neg leads to perform sit feel fear.
So performing sit. Elicits fear response. Pavlov explanation of MPA.
Other idea.
Cognitive distortion, reality distorted.
Thought processes lead to fear.negative self talk all rela to moa. But they are really irrational. Ca be generalized to other perforamcne domains, more positive thoughts, less MPA.
Models above are not mutually exclusive, could result from either or both.
