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The Child as MusicianA handbook of musical development$
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Gary E. McPherson

Print publication date: 2015

Print ISBN-13: 9780198744443

Published to Oxford Scholarship Online: November 2015

DOI: 10.1093/acprof:oso/9780198744443.001.0001

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Child as musical apprentice

Child as musical apprentice

(p.538) Chapter 29 Child as musical apprentice
The Child as Musician

Frank Abrahams

Daniel Abrahams

Oxford University Press

This chapter examines three models of apprenticeship. It explains the similarities between each model and how each connects to a different psychological theory. Traditional apprenticeship is a model that relies on teacher-centered demonstration and imitation grounded in behaviorism. Cognitive apprenticeship, framed in cognitive psychology, situates the mentor and apprentice in “real-world” experiences through student-centered strategies such as reciprocal teaching. Lastly, sociotransformative apprenticeship addresses issues of power and musical identity that are neglected in the traditional and cognitive apprenticeship models. Within this third model, the mentor and apprentice pose and solve problems together as they cycle through authentic activities that foster competency and a critical consciousness in the apprentice. Such actions prepare the mentor to enter into a community of practice with skill and competence. Social theory and experiential learning ground each model. The chapter also explores the nature of the apprentice–mentor relationship and describes how mentors design scaffolding experiences that align to children’s individual learning styles.

Keywords:   apprenticeship, sociotransformative apprenticeship, reciprocal teaching, cognitive apprenticeship, apprenticeship–mentor relationship, individual learning styles

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