Investigación en enseñanza y aprendizaje de la música


Resumen


La enseñanza y el aprendizaje son procesos complejos, pero la investigación continua puede ayudar a aclarar lo que implica una buena enseñanza y aprendizaje. El aprendizaje se define como un cambio de comportamiento. Comportamiento se define como cualquier respuesta abierta o encubierta que sea observable directa o indirectamente. La enseñanza es cualquier proceso de intervención intencionada, ya sea por parte del maestro, de los padres, de la computadora o del libro de texto, con el fin de lograr el aprendizaje.


Palabras clave


Investigación en enseñanza; aprendizaje musical; educación musical.

Texto completo:

PDF (English) PDF

Referencias


Brown. A. & Alley, J. M., (1983). Multivariate analysis on degree persistence of undergraduate music education majors. Journal of Research in Music Education, 31 (4), 271-281.

Byo, J. L. (1990) Recognition of intensity contrasts in the gestures of beginning conductors. Journal of Research in Music Education, 38, 164-174. Cassidy, J. W., (1990). Effect of intensity training on preservice teacher's instruction accuracy and delivery effectiveness. Journal of Research in Music Education, 38, (3), 164-174.

Duke, R. A., & Madsen, C. K., (1991). Proactive versus reactive teaching. Council for Research in Music Education. (108), 1-14.

Forsythe, J. L., (1975). The effect of teacher approval, disapproval, and errors on student attentiveness: Music versus classroom teachers. In Madsen, C. K., Greer, R. D., & Madsen, C. H. Jr., (Eds.) Research in music behavior (49-55). New York: Teachers College Press.

Gardner, M. K. (1885). Cognitive psychological to instructional task analysis. In E.W. Gorden (Ed.), Review of Research in Education, 12, 157-195.

Jellison, J. A. & Wolfe, D. E. (1987). Verbal training effects on teaching units: An exploratory study of music teaching antecedents and consequents. In Madsen, C. K. & Prickett, C. A. (Eds.), Applications of research in music behavior (135-148). Tuscaloosa, Al: The University of Alabama Press.

Kaiser, K. (1998). The effect of high versus low intensity teaching on band musicianís evaluation of teaching effectiveness. Unpublished dissertation, The Florida State University, Tallahassee.

Madsen, C. K., (1965). Experimental research in applied music. Music Educators Journal, 51 (6).

Madsen, C. K., (1978). Experimental Research in Music 2nd Edition, Raleigh, NC: ContemporaryPublishing. Spanish translation by Ana Lucia Frega, marymar, Buenos Aires, 1988.

Madsen, C. K., & Moore, R. S. (1978). Experimental Research in Music: Workbook in Design andStatistical tests, Raleigh, NC: Contemporary Publishing. Spanish translation by Orlando Musumeci, de losPayadores 460, Ituzaingo (1713), Buenos Aires, 1995.

Madsen, C. K., (1971). How reinforcement techniques work. Music Educators Journal, 57, (8).

Madsen, C. K., (1981). Music therapy: A behavioral guide for working with the mentally retarded.Washington DC: National Association for Music Therapy.

Madsen, C. K., (1988). Intensity as an attribute of effective teaching. Research in music education: AFestschrift in Honor of Arnold Bentley. Anthony Kemp (Ed.), ISME, Edition Two.

Madsen, C. K., (1993) Developing prospective music teachers. A Festschrift in Honor of Helmut Moog.Frankfurt am Main: Peter Lang.

Madsen, C. K., & Geringer, J. M., (1983). Attending behavior as a function of in-class activity inuniversity music classes. Journal of Music Therapy, 20 (1), 30-38.

Madsen, C. K., & Geringer, J. M., (1989). The relationship of teacher "on task" to intensity and effectiveteaching. Canadian Music Educator, 30, 87-94.

Madsen, C. K. Greer, R. A. & Madsen, C. H. Jr., (1975). Research in music behavior. New York:Teachers College Press.

Madsen, C. K. & Jellison, J. A., (1991). Forschung im Bereiche der Musik in der Sondererziehung. Moog,H., Studien zur Music, Band 5, Musizieren mit Behinderten: Forschung, Didakitik, Transfer. Frankfurt amMain: Peter Lang.

Madsen, C. H. Jr. & Madsen, C. K., (1983). Teaching/Discipline: a positive approach for educationaldevelopment (3rd Ed.) Raleigh, NC: Contemporary Publishing Company (4th ed., 1999).

Madsen, C. K. & Kuhn T. L., (1994). Contemporary Music Education, (2nd Ed.) Raleigh,NC:Contemporary Publishing Company.

Madsen, C. K., Standley, J. M., & Cassidy, J. W., (1989). Demonstration and recognition of high/lowcontrasts in teacher intensity. Journal of Research in Music Education, 37, 87-94.

Madsen, C. K., Standley, J. M., Byo, J. L., & Cassidy, J. W., (l992). Assessment of effective teaching byinstrumental music teachers and experts. Update 10 (2).

Madsen, C. K. Yarbrough, C., (1980). Competency based music education. Engelwood Cliffs, NJ:Prentice-Hall Inc.

Madsen, C. K. & Duke, R. A. (1993). Selection and development of prospective music teachers. Journalof Music Teacher Education, 3(1), 5-11.

Price, H. E. (1983). The effect of conductor academic task presentation, conductor reinforcement, andensemble practice on performersí musical achievement, attentiveness, and attitude. Journal of Research inMusic Education, 31, 245-257.

Sims, W. L. (1986). The effect of high versus low teacher affect and passive versus active student activityduring music listening on preschool childrenís attention, piece preference, time spent listening, and piecerecognition. Journal of Research in Music Education, 34, 173-191.

Yarbrough, C. (1975). The effect of magnitude of conductor behavior on performance, attentiveness, andattitude of students in selected mixed choruses. Journal of Research in Music Education, 23, 134-146.

Yarbrough, C. & Price, H. E. (1981). Prediction of performer attentiveness based on rehearsal activityand teacher behavior. Journal of Research in Music Education, 29, 209-217.

Yarbrough, C. & Price, H. E. (1989). Sequential patterns of instruction in music. Journal of Research inMusic Education, 37, 179-187.

Yarbrough, C., Price, H. E., & Bowers, J. K., (1991). The effect of knowledge of research on rehearsalskills and teaching values of experienced teachers. Update, 9, 17-20.


Enlaces refback

  • No hay ningún enlace refback.


Copyright (c) 2022 Clifford K. Madsen