Peer reviewedERIC Number: EJ522251
Record Type: Journal
Publication Date: 1995
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-1063-5734
EISSN: N/A
Sounds before Symbols: What Does Phenomenology Have to Say?
Bartholomew, Douglas
Philosophy of Music Education Review, v3 n1 p3-20 Spr 1995
Reiterates the common wisdom of teaching the musical sounds before the corresponding signs in early music education. Stresses the phenomenological importance of teaching the relationships among the sounds as part of a tonal unit. Advocates beginning music education with the students' specific musical culture. (MJP)
Descriptors: Aesthetic Values, Auditory Perception, Class Activities, Cognitive Development, Cognitive Mapping, Cognitive Processes, Elementary Education, Epistemology, Music Activities, Music Appreciation, Music Education, Music Reading, Music Teachers, Music Techniques, Musical Composition, Perceptual Development, Phenomenology, Singing, Student Motivation, Teaching Methods
Publication Type: Opinion Papers; Journal Articles
Education Level: N/A
Audience: Teachers; Researchers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
