In Part 1 of this article, I explained the basics of verbal association as a level of learning in Gordon’s Skill Learning Sequence. In this article, I will endeavor to describe the ways in which Gordon and his contemporaries have ...
Verbal Association (abbreviated VA) is the second level in the Skill Learning Sequence. At this level, we use tonal solfege (movable do with a la-based minor) and rhythm solfege (movable “du,” a beat function rhythm syllable system) to label the ...
Aural/Oral (abbreviated A/O) is the most fundamental level in the Skill Learning Sequence. This level is far-reaching, as not only does it cover a level in the Skill Learning Sequence, it is also all-encompassing for instruction in preparatory audiation. Everything ...
In the Learning Music Learning Theory Learning Theory, we established a foundation of knowledge - The First Five - that will assist us in our understanding of MLT. As a reminder, the First Five were: 1. Audiation as the foundation ...
Many teachers are often intrigued by Gordon’s Music Learning Theory, but, when put to the task of trying to implement it in their classrooms in a meaningful way, are bereft of any concrete tangible way to start. Picking up the ...
When you feel like you are ready to begin to teach your students musical patterns a la MLT, it is important to make a distinction pattern teaching and the rest of your curriculum. Gordon calls the pattern teaching portion of ...
One of the tenets of Music Learning Theory is the concept of Whole-Part-Whole instruction in curriculum development. Gordon argued that efficient learning takes place in a Whole-Part-Whole manner. Whole The big picture or the context is explained or presented to ...
“My best recommendation to music teachers of the next century is to improvise, improvise, improvise! Get rid of notation. Learn from music learning theory to teach children to make music without the aid of notation or music theory. Follow religiously ...
Sometimes teachers who are interested in MLT get bogged down in the details, get intimidated by the terminology, or just plumb don’t get it. The goal of MLT is to teach students to audiate music. That is, we want our ...
Several of my students were asking for some help with the tonalities. How do I know which one is which? How do I keep them all straight? What are some ways to "get into" a tonality? In an effort to answer ...