Learning to Traverse the Surface and Deep Structure in Music Analysis, via Inquiry and Reflexing on Theory
Springer
2025
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Lopullinen julkaistu versio - 1.17 MB
Wong, J.W.K. (2025). Learning to Traverse the Surface and Deep Structure in Music Analysis, via Inquiry and Reflexing on Theory. In: Kan, R.Y.P., Khoo, C.S.G. (eds) Signature Pedagogies for Professions in Arts and Design. Springer, Singapore. https://doi.org/10.1007/978-981-96-2616-8_6
Pysyvä osoite
Verkkojulkaisu
Tiivistelmä
This chapter examines student learning and understanding in applying a method of music analysis called Schenkerian analysis, which requires students to create graphic analyses starting from foreground levels that show surface musical materials, towards a middle ground and finally background level that reveals the Klang, the tones that govern the entire work. Students learn not just the means to derive each level but to traverse reflectively back and forth between surface and deep structures of the music, grasp their relationships, and achieve a coherent understanding of the music piece. This chapter examines reflexing, theorising and inquiry as metacognitive approaches to music theory pedagogy, in particular, Schenkerian analysis. Student-directed learning improves students’ ability to develop metacognitive strategies where they posit themselves as learners, thinkers, and practitioners of music theoretical concepts. As students become aware of the organic coherence of their learning through understanding why and how they are thinking, the notion of theorising emerges. Theorising is an activity that Rogers (Teaching approaches in music theory: An overview of pedagogical philosophies. Southern Illinois University Press, 1984) has called on all learners to do—to “think about what they hear”, “hear about what they think” and “think about what they think”. How do we get students to “reflect on their learning” and how does this constitute student-directed learning that exemplifies reflexive skills as a characteristic habit of mind within the deep structure of music theory learning? This chapter reflects on the outcomes of a pilot study involving the use of a technological enhanced learning and teaching (TELT) approach in an online music analysis course.
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Aihealue
OKM-julkaisutyyppi
A3 Kirjan tai muun kokoomateoksen osa
Emojulkaisu
Signature Pedagogies for Professions in Arts and Design