英国拉夫堡论文代写:音乐能力
Keywords:英国拉夫堡论文代写:音乐能力
此外，根据休伊特(2002)的研究，专家们似乎比通才们更能在创作过程中脱离他们最初的刺激。他们在作曲方面的音乐能力似乎受到了他们以往经验的影响。他们接触了更广泛的音乐发展和结果，他们更有信心。由于他们有丰富的音乐经验，基于他们的学术训练，专家小组似乎在音乐创作方面更有创造力，能够在更广阔的教室前感到自信。此外，对于同一篇期刊文章，虽然专家有合奏工作的经验，但几乎所有通才都缺乏这种音乐能力，他们发现在音乐教学中存在很大的困难。此外，这些专家的音乐背景主要是表演、作曲或理论，而不是教学培训。这种教学背景的缺乏、教学方法和策略的缺乏、儿童心理的缺失，降低了音乐教与学之间的有效性。专业教师。首先，他们有音乐技能，而其他人缺乏。但最重要的优势是他们已经有了音乐自尊，他们不用担心，因为法律对音乐教学有信心，他们可以对自己作为音乐家的能力和成就做出积极的评价。从逻辑上说，音乐教育是一门多维的学科，音乐教师必须具备多种技能，包括音乐技能和教学技能。在这样的背景下，我们也可以期待教师应该充分准备好应对音乐课的不同目标和挑战，无论是音乐享受、音乐表演还是作曲。
英国拉夫堡论文代写:音乐能力
Furthermore, according to Hewitt (2002), the specialists appeared more able to depart from their original stimuli during the compositional process, than the generalists. Their musical ability on compositions suggests influenced by their previous experience. They have approached more extended musical development and consequence they have more confidence. With their significant musical experience, based on their academic training the specialist group seems to have more creativity in music making and be able to feel confidence in front of the wider classroom. Regarding the same journal article, In addition, while the specialist had experience of ensemble work, almost all generalist lack this musical ability and they find a significant difficulty in teaching music.Additionally, the specialists have a musical background mainly in performance, composing or theory but not a pedagogical training. This lack of pedagogical background, teaching methods and strategies, children’s psychology, reduce the effectiveness among the music teaching and learning. Specialist teachers. Firstly, they have musical skills, which the rest lack. But the most significant advantage is that they already have musical self-esteem and they do not have to worry because of law confidence in music teaching They can make positive statements about their abilities and achievements as musicians.It can be logically argued that music education is a multidimensional discipline and it is essentially for the music teacher to have a variety of both skills, musical and pedagogical. Within this context, it could also expect that the teacher should be fully prepared to respond to the different aims and challenges of a music lesson either these are musical enjoyment, musical performance or composition.
