Teaching and Learning Styles in Music Reading

Is this study about teaching or learning?

There is no information in chapter 1 about a case study.

In earlier discussions, Dr. Jax and I agreed that you could proceed with a dissertation proposal that addressed learning theory and music. This is not evident in this proposal . Please review comments within the document and address in your next and final iteration.

A Dissertation Presented in Partial Fulfillment

Teaching and Learning Styles in Music Reading: A Case Study

BEV ENNS, Ph.D., Faculty Mentor and Chair

CHRISTINA JAX, Ph.D., Committee Member

GRIF WALLING, Ph.D., Committee Member

MILLICENT MCCASKILL, Committee Member

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Executive Director, School of Education

During the middle to late 20th century, teaching piano involved much emphasis on imitative technique with isolation of hands and fragmentation of sound. In all of my research I was unable to locate even one study that supported isolated learning. Instead, there is a significant body of

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y in society. We do not delay the presentation of language until a child has matured sufficiently to master the intricate skill of speaking. We begin to speak to babies, quite naturally and unapologetically, from the day of their birth-from age zero-despite the fact that we have no immediate expectation of a coherent reply (Suzuki, 1999). As a baby produces its first gurgles and incoherent babblings, no parent says sternly, "No! I'm sorry. You are saying that quite correctly. Try again!" The baby's efforts are greeted with excitement and encouragement. The first "ma-ma" is reinforced with loving hugs, not solemn instruction or negative judgment. As children learn to speak, the same words are repeated over and over again until they become inextricably woven into the fabric of their experience. Only through frequent repetition can they master the meaning and function of language. Once a sound, word, or phrase is learned it is not discarded, never to be used again. The simplest, earliest sounds are repeated an infinite number of times. They are refined and gradually integrated into a growing body of useful knowledge. Expression becomes more complex, more subtle, more sophisticated, but continues to use the basic sounds ex
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Some common words found in the essay are:
Suzuki Method, Piano School, Theoretical/Conceptual Framework, Auditory Learners-, Education Abstract, Research Questions, Tactile/Kinesthetic Learners-, Celli Sarasin, Suzuki Book, Frames Mind, learning styles, learn speak, music reading, suzuki piano, suzuki method, knowledge construction, children learn, research questions, sight reading, instructional theory, gay lyn ferry, musical literacy student's, suzuki piano method, literacy student's musical, student's musical sensitivity,
Approximate Word count = 4157
Approximate Pages = 17 (250 words per page)

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