Abstract
This article describes how a theory of musical intelligence can be applied to the teaching of music whereby musical learning is viewed as a form of problem-solving. We first introduce basic concepts and then describe the steps in a problem-solving cycle for musical learning. In particular, these steps involve recognizing the existence of a problem, defining the problem, allocating resources to the problem, mentally representing the problem, formulating a strategy to solve the problem, monitoring problem-solving, and evaluating the solution after one is done. Then, we discuss the application of these steps to analytical, creative, practical, and wisdom-based learning and performance. Finally, we draw some conclusions.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
