Learning as a Dissonant Act

Autor/in	Kutnowski, Martin
Titel	Learning as a Dissonant Act
Quelle	In: About Campus, 10 (2005) 3, S.28-29 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-4822
DOI	10.1002/abc.133
Schlagwörter	Music Education; Teaching Methods; Teacher Student Relationship; College Students; Teamwork; New York + Suchen Sie Ihr Suchwort? Musikerziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Collegestudent
Abstract	In this article, the author recounts his experience teaching MU-241, Music Harmony and Counterpoint, which is a capstone course for the music electronics program--a two-year associate of arts and sciences degree--at Queensborough Community College, City University of New York. The class, a difficult one, combines harmony, counterpoint, and piano, and is made more difficult by the fact that the students, even nearing the end of their degree requirements, are still diverse in their musical skills. Here, the author describes how he challenged the contrapuntal rules of student-teacher interaction and improvised his teaching approach by letting his students interact with each other. As a class, they provided the intellectual and emotional environment for all the members of the group to learn and grow. By abandoning the safety of a teacher-centered approach and behaving instead as a team of inquirers, they enacted a basic human instinct of solidarity and sharing. (ERIC).
Anmerkungen	Jossey Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10