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Discovering the Musical MindA view of creativity as learning$
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Jeanne Bamberger

Print publication date: 2013

Print ISBN-13: 9780199589838

Published to Oxford Scholarship Online: January 2014

DOI: 10.1093/acprof:oso/9780199589838.001.0001

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Introduction: Designing educational environments

Introduction: Designing educational environments

Chapter:
(p.171) Chapter 10 Introduction: Designing educational environments
Source:
Discovering the Musical Mind
Author(s):

Jeanne Bamberger

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199589838.003.0010

The observations and analysis of students’ work discussed in the previous chapters led inevitably to rethinking the nature of learning, development and, in turn, our ways and means of teaching. It was clear, for instance, that sense making among novices and even among sophisticated music professionals depends importantly on the individual’s active construction and re-construction of emergent structural groupings, as well as generative functions within these groupings during the continuously passing present of immediate experience. Most specifically, it became clear from the studies of children’s invented rhythm notations, the bell tasks, as well as the actual and imagined process of developing musical structures, that just as listening to music is not a passive absorbing of sound but rather an active and creative “performance,” so teaching should no longer consist in teachers asking students to passively absorb “information.” This chapter provides background and historical context on the subsequent chapters in Part III, with discussion on the development of computer software.

Keywords:   background, history, development, software, performance

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