Fundamentals Of Music 6th Edition Answers
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In addition to the concepts, students should be able to:
compare and contrast musical ideas (composition, harmony, melody, rhythm, form, etc.).
acquire a basic vocabulary to be able to explain musical concepts to others.
understand musical form, from simple or complex to understanding the orchestration of music.
understand some of the concepts of music theory like intervals, keys, scales, modes, chord progressions.
Each of the lessons was developed as a mission statement. The “mission” was to explain the basic principles of music and then to introduce the concepts which gave students an appreciation of those principles.
Each week students have to play at least one lesson. There are two kinds of feedback: Student feedback and peer feedback. Student feedback is immediate and comes from the instructor. It is a more “immediate” feedback because it is written in the student’s music book and does not involve writing to the student.
About 40 concepts were covered in the lessons. Each concept has some sort of instruction which a student can either read or hear. The concepts cover everything from the history of Western music to how to play a concert. Some of the concepts were covered in small group lessons, and others were covered in large group lessons.
The mathematics is described in terms of Fourier analysis, which gets its name from one of its founders, the mathematician Joseph Fourier, who is best known for his study of heat transfer. The mathematics is only as good as the mathematical language and the mathematical background of the person doing the programming. In this case we were programmed by a physics major, but physics students will find mathematics easier to understand than music students will find music.
One of the main advantages of CAI is that the concepts or principles are presented in a way that can be easily understood by the student. One of the main disadvantages of CAI is that the student must respond to the program without immediate feedback. Therefore, the possibility of an untrained student becoming frustrated is a significant problem. This article will present results from the use of computer-assisted instruction to teach the student concept of the musical form which will be useable by the untrained student.
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