A review of the learning styles of Emile Jaques-Dalcroze's eurhythmics and its relations to the Dunn and Dunn model.
Written in 2009; 2,947 words; 11 sources; APA; $ 87.95
Paper Summary:
The paper states that learning styles are just as different as the individuals who utilize the various styles of learning. Taking these into consideration in the use of instructional strategies in music, education has long-term payoffs for the student in relation to educational outcomes. The paper examines the possibilities of using the Dunn and Dunn Model to teach music, specifically eurhythmics, a method of learning and experiencing music through movement. The paper notes that music instruction and the learning derived from instruction are referred to as declarative knowledge, while practical knowledge is the ability of the individuals to use sensory motor and cognitive skills.
Outline:
Introduction
Meaning and Ability
Types of Individual Learners
Five Characteristics of Learning
Intrinsic (Inner) & Extrinsic (External) Motivation
Application of Different Strategies
Performance Marks
Sensory Integration Into Music Categories
The Dalcroze Approach to Music Education
Summary and Conclusion
From the Paper:
"There are both intrinsic and extrinsic rewards that motivate students meaning that they are motivated 'internally' or 'externally' by the promise of the reward. The learning environment is a 'key' aspect of the motivation of the student in learning and the work of Hallam states that the learning environment is the combined: "...complex interactions between the characteristics of the individual and the environment that they find themselves. [And that it also] refers to the cultural climate at the time, the place of learning, and the people who are in it, including teachers, family and peers."
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