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What do I Assume? An Applied Lesson ...

Balija, Ayn Theresa.

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What do I Assume? An Applied Lesson Approach Integrating Critical Thinking and Student-Directed Learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	What do I Assume? An Applied Lesson Approach Integrating Critical Thinking and Student-Directed Learning./
Author:	Balija, Ayn Theresa.
Description:	84 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
Subject:	Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3702655
ISBN:	9781321740851

What do I Assume? An Applied Lesson Approach Integrating Critical Thinking and Student-Directed Learning.
Balija, Ayn Theresa.

What do I Assume? An Applied Lesson Approach Integrating Critical Thinking and Student-Directed Learning. - 84 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (D.M.A.)--James Madison University, 2015.

The applied music lesson remains a revered symbol of Western European tradition in American music education. Very little research exists assessing its continued viability as a method in its current form. This paper examines eight author observed assumptions about applied music lessons which flaw the learning process. Through available research, the assumptions demonstrate that the traditional applied lesson is teacher centered and difficult to assess. Exposing the resultant delusions of the eight assumptions reveals how a holistic approach in a studio can engage students in critical thinking and enhance student self-awareness. These primary goals place the educational emphasis on the process rather than the technically perfect performance as the terminal experience. Sample lesson techniques for undergraduate viola students will incorporate critical thinking methods to transform the weekly encounter into a student-centered experience which develops skills for continued self-directed study.

ISBN: 9781321740851Subjects--Topical Terms:

516178
Music.

What do I Assume? An Applied Lesson Approach Integrating Critical Thinking and Student-Directed Learning.
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100 1 $a Balija, Ayn Theresa. $3 3186079
245 1 0 $a What do I Assume? An Applied Lesson Approach Integrating Critical Thinking and Student-Directed Learning.
300 $a 84 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Amadi Azikiwe.
502 $a Thesis (D.M.A.)--James Madison University, 2015.
520 $a The applied music lesson remains a revered symbol of Western European tradition in American music education. Very little research exists assessing its continued viability as a method in its current form. This paper examines eight author observed assumptions about applied music lessons which flaw the learning process. Through available research, the assumptions demonstrate that the traditional applied lesson is teacher centered and difficult to assess. Exposing the resultant delusions of the eight assumptions reveals how a holistic approach in a studio can engage students in critical thinking and enhance student self-awareness. These primary goals place the educational emphasis on the process rather than the technically perfect performance as the terminal experience. Sample lesson techniques for undergraduate viola students will incorporate critical thinking methods to transform the weekly encounter into a student-centered experience which develops skills for continued self-directed study.
590 $a School code: 1357.
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650 4 $a Music education. $3 3168367
650 4 $a Higher education. $3 641065
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710 2 $a James Madison University. $b Music. $3 2093416
773 0 $t Dissertation Abstracts International $g 76-09A(E).
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793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3702655