Literaturnachweis - Detailanzeige
| Autor/in | Lordo, Jackie |
|---|---|
| Titel | The Development of Music Expertise: Applications of the Theories of Deliberate Practice and Deliberate Play |
| Quelle | In: Update: Applications of Research in Music Education, 39 (2021) 3, S. 56-66
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| Zusatzinformation | ORCID (Lordo, Jackie) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8755-1233 |
| DOI | 10.1177/87551233211001048 |
| Schlagwörter | Music; Expertise; Musicians; Athletics; Play; Drills (Practice); Music Education; Athletes; Informal Education; Music Activities; Music Teachers; Developmentally Appropriate Practices |
| Abstract | Musicians and athletes share many common traits. Both groups learn a combination of physical and mental skills to attain expert status. In this literature review, I provide a short history of research on expertise development and two models: Bloom's model of expertise development and the Developmental Model of Sport Participation. The Bloom model categorizes learning activities between combinations of free play and deliberate practice throughout the three stages of development. However, Developmental Model of Sport Participation includes a new category, deliberate play, which combines aspects of play and deliberate practice. Research indicating music learning through deliberate practice, deliberate play, and music play is presented. If students are able to learn through the more enjoyable deliberate play and music play, teachers should consider including these activities to better match developmental stages and potentially improve retention. Implications for future research and music teachers are discussed. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Begutachtung | Peer reviewed |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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