Examines the tension between intuitive and analytical ways of making sense of the world by exploring musical knowledge and experience.
Keith Swanwick is Professor of Music Education in the Institute of Education, University of London.
List of illustrations
p. vii
Acknowledgements
p. ix
Introduction
p. 1
Musical knowledge and value
The nature of musical knowledge
p. 11
The layers of musical knowledge
p. 11
First-hand knowledge
p. 16
Recurring patterns
p. 21
Intuition, analysis and symbolic forms
p. 26
The claims of intuitive knowledge
p. 26
The aesthetic and the artistic
p. 32
Symbolic forms
p. 37
The role of analysis
p. 39
Musical knowledge in action
p. 45
Setting up an experiment
p. 46
Interpreting the findings
p. 49
Musical knowledge and the politics of the curriculum
p. 54
Researching musical experience
Research and the magic of music
p. 65
Measuring moonbeams
p. 65
Quality or quantity?
p. 68
Research processes
p. 71
The development of musical knowledge
p. 83
Charting the growth of knowledge
p. 83
Looking for validity
p. 92
Checking for reliability
p. 98
Assessing musical knowledge
p. 102
Improving assessment
p. 102
Qualitative criteria
p. 107
Judging performances
p. 108
Probing audience-listening
p. 111
Education: a meeting place for intuition and analysis
p. 117
Musical learning and musical teaching
Teaching for musical knowledge
p. 123
Intuition, analysis and teaching
p. 123
Attending to sound materials
p. 126
Working with expressive character
p. 130
Making sense of form
p. 134
Integrating musical activities
p. 138
Instrumental teaching as music teaching
p. 142
Learning to learn
p. 142
Group interaction
p. 150
Literacy or fluency?
p. 153
The fourth finger on the A string
p. 157
Curriculum and community
p. 160
Intuition, analysis and the curriculum
p. 160
Changing technology -- servant or master?
p. 165
Cultural signals and musical value
p. 167
Notes
p. 178
Bibliography
p. 183
Index
p. 188
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