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How Children Learn When They Learn Music
How Children Learn When They Learn Music is a landmark publication and the first significant textbook in the distinguished career of Edwin E. Gordon. Written in 1968 and reissued in 2015, this volume is the first to advocate that teachers understand how children learn music as a prerequisite for determining the best method for teaching them. This book discusses how children learn as they develop music literacy and provides a critical examination of the practice and interpretation of music notation. With sections devoted to rhythm, melody, and harmony, Dr. Gordon used this volume as a foundation for his classes at the University of Iowa. He introduces the concept of teaching toward individual musical differences between students, adapting instruction, and the importance of understanding the teaching-learning process. This book is a precursor to his seminal work Learning Sequences in Music, written before he developed the concept of audiation. Nonetheless, the ideas he presents are as relevant and thought-provoking today as they were in 1968.
60 pages, Paperback
Published July 31, 2014
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August 24, 2020
A nice, short, simple book that covers the essentials any interested person should know about how children learn music.
My (overly simplified) interpretation is as follows. Gordon asserts that music appreciation and achievement are related. Thus, if children improve their musical skills, their appreciation of music will improve also. Given this, how to teach a broad learning sequence of rhythm, melody and harmony is described. Generally, the message is that children must first develop their aural skills before they are 'ready' to engage with notation.
I look forward to properly diving into Gordon's seminal work 'Learning Sequences in Music' (which this book was the precursor too) to see if Gordon is more explicit about the age in which concepts, and teaching methods, should typically be introduced. Specifically, I found it interesting that the latter end of the book talked about part singing, suggesting that two-part singing is typically introduced to fourth-grade children (aged 9-10) in practice. Nievley, I assumed this age was too young for children to have developed such musical sophistication - particularly, in a classroom setting. Hopefully, 'Learning Sequences in Music' will better support my understanding of this.
Overall, the book is very short and, thus, readable in one sitting. For this reason, I would recommend 'How Children Learn When They Learn Music' to anyone - students, teachers, researchers, hobbyists - with an interest in childrens' skill development in music.
My (overly simplified) interpretation is as follows. Gordon asserts that music appreciation and achievement are related. Thus, if children improve their musical skills, their appreciation of music will improve also. Given this, how to teach a broad learning sequence of rhythm, melody and harmony is described. Generally, the message is that children must first develop their aural skills before they are 'ready' to engage with notation.
I look forward to properly diving into Gordon's seminal work 'Learning Sequences in Music' (which this book was the precursor too) to see if Gordon is more explicit about the age in which concepts, and teaching methods, should typically be introduced. Specifically, I found it interesting that the latter end of the book talked about part singing, suggesting that two-part singing is typically introduced to fourth-grade children (aged 9-10) in practice. Nievley, I assumed this age was too young for children to have developed such musical sophistication - particularly, in a classroom setting. Hopefully, 'Learning Sequences in Music' will better support my understanding of this.
Overall, the book is very short and, thus, readable in one sitting. For this reason, I would recommend 'How Children Learn When They Learn Music' to anyone - students, teachers, researchers, hobbyists - with an interest in childrens' skill development in music.
Displaying 1 of 1 review