Literaturnachweis - Detailanzeige
| Autor/inn/en | Álamos-Gómez, José; Tejada, Jesús; Farías, Felipe |
|---|---|
| Titel | Cognitive Processing of Rhythm in Primary Education: Encounters between Teaching Practice and Scientific Evidence |
| Quelle | In: Music Education Research, 25 (2023) 4, S.435-446 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Álamos-Gómez, José) ORCID (Tejada, Jesús) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1461-3808 |
| DOI | 10.1080/14613808.2023.2249020 |
| Schlagwörter | Cognitive Processes; Elementary School Students; Music; Teaching Methods; Music Teachers; Music Education; Teacher Attitudes; Foreign Countries; Public Schools; Private Schools; Measurement Equipment; Music Reading; Chile |
| Abstract | This paper explores how Chilean teachers approach fundamental aspects of rhythm, verifying their consistency with cognitive processing theory and findings. 203 music teachers completed a validated questionnaire with closed and open items regarding how they approach pulse, tempo, meter and rhythmic patterns during rhythm production and perception activities. The results show that, in general, teaching practices are congruent with the scientific evidence related to the processing of these musical aspects. Finally, the use of elements that facilitate synchronization or constant pulse is suggested: optimal tempi ranges for adults, use of binary meters, and the use of rhythmic patterns that prioritise the double-half relationship. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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