By Patrice Madura Ward-Steinman
This Festschrift honors the profession of Charles P. Schmidt at the social gathering of his retirement from the Indiana collage Jacobs tuition of song. His major study concentration has been the social-psychology of track schooling, together with the subtopics of motivation in tune studying, utilized song instructing behaviors, and character and cognitive types in song educating and studying. The chapters during this quantity realize the impact of Schmidt as a researcher, a learn reviewer, and a learn mentor, and give a contribution to the development of the social-psychological version and to investigate criteria in song schooling. those topics are constructed by way of a gorgeous solid of track schooling students, together with Hal Abeles, Don Coffman, Mary Cohen, Robert Duke, Patricia plants, Donna Fox, Victor Fung, Joyce Gromko, Jere Humphreys, Estelle Jorgensen, Anthony Kemp, Barbara Lewis, Clifford Madsen, Lissa might, Peter Miksza, Rudolf Radocy, Joanne Rutkowski, Wendy Sims, Keith Thompson, Kevin Watson, and Stephen Zdzinski. Their writings are provided in 3 sections: Social-Psychological Advances in track schooling, Social Environments for track schooling, and Advancing potent learn in track schooling. This assortment, edited by way of Patrice Madura Ward-Steinman, will end up necessary for college kids and school looking for very important study questions and types of study excellence.
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Additional info for Advances in Social-Psychology and Music Education Research (SEMPRE Studies in The Psychology of Music)
Once again, having future applied studio teachers become sensitive to their use of verbal reinforcements in the applied studio may help them become more effective applied instructors. Given these illustrations, is it possible to imagine a course or a sequence of courses comprised of both readings and field experiences that would help better prepare new studio instructors? The readings could be comprised of the increasing number of research-based studies of studio teaching and the field-experiences could include teaching applied lessons with the opportunity to self-reflect.
Some people respond quickly (impulsively), while others are slow and careful (reflective). Field-dependent learners tend to perceive patterns as wholes, while field-independent learners are more likely to focus on one aspect or to analyze details of patterns. Field-dependent learners are better at learning material with social content and require externally defined structure, goals, and reinforcements. Field-independent learners tend to have self-defined goals and reinforcements, can impose their own structure on a situation, but may need help in focusing attention on material with social content.
A Social-Psychological Model of Musical Ability 7 male pianists. Again, the need to control for gender is highlighted, as LOC was a nonsignificant predictor of sight-reading scores for female pianists. Self-concept is a promising motivational variable in musical ability. Walker (1978) observed a significant relation between general self-concept and undergraduates’ achievement in the music curriculum, and Laycock (1993) found musical self-concept to be linked to the quality of high school students’ compositions.