{"title":"认知研究对听觉技能教学的再思考","authors":"E. Marvin","doi":"10.30535/mto.27.2.4","DOIUrl":null,"url":null,"abstract":"This essay responds to three papers appearing in this issue that relate music-cognitive research to aural skills pedagogy. Gary S. Karpinski focuses on tonic inference as support for do-based minor solfège pedagogy. My discussion supports this position, with evidence from key-profile experiments and corpus analyses. Timothy Chenette proposes a perceptually based learning sequence for aural skills instruction. He sketches a model curriculum, to which I propose a staffing solution and offer a research-based challenge: the high-voice superiority principle. Finally, Sarah Gates considers what the cognitive sciences can tell us about auditory imagery. I offer classroom strategies that take advantage of motor-area activation in the brain.","PeriodicalId":44918,"journal":{"name":"Music Theory Online","volume":null,"pages":null},"PeriodicalIF":0.4000,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Rethinking Aural Skills Instruction through Cognitive Research\",\"authors\":\"E. Marvin\",\"doi\":\"10.30535/mto.27.2.4\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This essay responds to three papers appearing in this issue that relate music-cognitive research to aural skills pedagogy. Gary S. Karpinski focuses on tonic inference as support for do-based minor solfège pedagogy. My discussion supports this position, with evidence from key-profile experiments and corpus analyses. Timothy Chenette proposes a perceptually based learning sequence for aural skills instruction. He sketches a model curriculum, to which I propose a staffing solution and offer a research-based challenge: the high-voice superiority principle. Finally, Sarah Gates considers what the cognitive sciences can tell us about auditory imagery. I offer classroom strategies that take advantage of motor-area activation in the brain.\",\"PeriodicalId\":44918,\"journal\":{\"name\":\"Music Theory Online\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.4000,\"publicationDate\":\"2021-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Music Theory Online\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.30535/mto.27.2.4\",\"RegionNum\":2,\"RegionCategory\":\"艺术学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"0\",\"JCRName\":\"MUSIC\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Music Theory Online","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.30535/mto.27.2.4","RegionNum":2,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"MUSIC","Score":null,"Total":0}
Rethinking Aural Skills Instruction through Cognitive Research
This essay responds to three papers appearing in this issue that relate music-cognitive research to aural skills pedagogy. Gary S. Karpinski focuses on tonic inference as support for do-based minor solfège pedagogy. My discussion supports this position, with evidence from key-profile experiments and corpus analyses. Timothy Chenette proposes a perceptually based learning sequence for aural skills instruction. He sketches a model curriculum, to which I propose a staffing solution and offer a research-based challenge: the high-voice superiority principle. Finally, Sarah Gates considers what the cognitive sciences can tell us about auditory imagery. I offer classroom strategies that take advantage of motor-area activation in the brain.
期刊介绍：
Music Theory Online is a journal of criticism, commentary, research and scholarship in music theory, music analysis, and related disciplines. The refereed open-access electronic journal of the Society for Music Theory, MTO has been in continuous publication since 1993. New issues are published four times per year and include articles, reviews, commentaries, and analytical essays. In addition, MTO publishes a list of job opportunities and abstracts of recently completed dissertations.
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