Preface to the Second Edition

Part One: Music Learning Theory

(84)

Our Main Problem and a Possible Solution

(8)

Audiation

(6)

Whole-Part-Whole

(6)

Music Aptitude and Individual Differences

(12)

The Nature of Music Aptitude (and Some Philosophical Issues)

(3)

More Philosophical Issues

(2)

The Main Purposes of Aptitude Testing

(1)

Conclusion

(4)

Sound-Before-Sight-Before-Theory

(6)

Tonal Syntax

(8)

Rhythm Syntax

(10)

Music Education on Four Levels

(18)

Irrefutable Truths about Music and Music Education

(1)

Music Learning Theory

(3)

Learning Methods

(3)

Differences between Music Learning Theory and Learning Methods

(4)

Classroom Teaching

(4)

Summary

(2)

Philosophy and Music Learning Theory

(8)

Part Two: Curriculum Reform

(84)

Informal Guidance

(24)

Absorption

(9)

Random Response

(1)

Purposeful Response

(3)

Shedding Egocentricity

101

(3)

Breaking the Code

104

(1)

Introspection

104

(2)

Coordination

106

(5)

Formal Instruction

111

(54)

Aural/Oral

112

(4)

Verbal Association

116

(15)

Partial Synthesis

131

(10)

Symbolic Association

141

(6)

Composite Synthesis

147

(1)

Generalization

148

(9)

Creativity/Improvisation

157

(5)

Theoretical Understanding

162

(3)

Building a Curriculum

165

(4)

Part Three: Music Learning Theory in Practice

169

(34)

Tonal and Rhythm Objectives

171

(16)

Tonal Units and Comprehensive Objectives

172

(1)

Tonal Units and Sequential Objectives

173

(5)

Rhythm Units and Comprehensive Objectives

178

(2)

Rhythm Units and Sequential Objectives

180

(7)

Techniques for Teaching Patterns

187

(14)

General Techniques for Teaching Patterns

188

(2)

Specific Techniques for Teaching Tonal Patterns

190

(3)

Specific Techniques for Teaching Rhythm Patterns

193

(6)

Odds and Ends

199

(2)

A Few Closing Thoughts

201

(2)

Bibliography

203

(4)

About the Author

207

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