A humanistic approach to discipline-based music education.

机译：一种基于学科的音乐教育的人文主义方法。

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The opportunity for a new perspective in music education for the 1990's has emerged from the recommendations of education reform. Music educators are challenged to consider the discipline of music as a comprehensive, humanistic enterprise which incorporates training in criticism for aesthetic judgment.;The purpose of this study was to develop a theoretical based and a construct for discipline based music education (DBME). The humanistic elements advocated for music education in the recommendations of leading reformists of the 1980's identified. The humanistic aspects of criticism, history, aesthetics, and production were identified as a basis for discipline based art education (DBAE), and in the construct of all discipline based instruction. The distinctive humanistic nature of music criticism, music history, music aesthetics, and music performance was identified and set forth in a construct model of DBME.;The DBME construct was defined in terms of the interrelationships of human knowledge about music. The study clarified the humanistic scope of DBME, and identified its construct in structures of thought used throughout schooling. Arts-critical principles and canons which interrelate the disciplines of criticism, history, aesthetics, and performance were incorporated into a functional model of explorative criticism, set forth with the DBME construct model.;The prescriptive construct of DBME fosters systematic teaching and learning, and compatibility with curricula designed for sequenced, accumulative, and comprehensive music education.;Particular consideration was given in the study to the formulation of the DBME guidelines in the context of general education. Because DBME addresses a core of curriculum, the construct and guidelines of prescriptive coherence, completeness, and appropriateness are aligned in ways which general education instruction is prepared and delivered. The rationale for developing the guidelines for DBME emerged from the disciplines for understanding, engaging, and appreciating. The purpose of the guidelines was to serve as a map for teachers to use to create a DBME approach to the music curriculum.

机译：从教育改革的建议中可以找到1990年代音乐教育新观点的机会。音乐教育者面临的挑战是，将音乐学科视为一个综合的，人文的企业，将批评训练纳入审美判断。本研究的目的是为基于理论的音乐教育（DBME）建立理论基础和结构。确定的1980年代主要改革派的建议中倡导音乐教育的人文元素。批评，历史，美学和生产的人文方面被确定为基于学科的艺术教育（DBAE）和所有基于学科的教学的构建的基础。在音乐评论，音乐历史，音乐美学和音乐表演的独特人文本质中，在DBME的构建模型中进行了确定和阐述。DBME的构建是根据人类对音乐知识的相互关系来定义的。该研究阐明了DBME的人文范围，并确定了其在整个教学过程中所使用的思想结构的建构。与批评，历史，美学和表演等学科相互关联的艺术批判性原则和经典被纳入探索性批评的功能模型中，该模型与DBME构造模型一起建立。DBME的规范性构造促进了系统的教学和学习，与专为顺序音乐，累积音乐和综合音乐教育而设计的课程的兼容性;;在研究中特别考虑了在通识教育背景下制定DBME指南的方法。因为DBME是课程的核心，所以规范性连贯性，完整性和适当性的结构和指南在准备和交付通识教育教学时应保持一致。制定DBME准则的理由来自于理解，参与和赞赏的学科。该指南的目的是作为地图，供教师用来为音乐课程创建DBME方法。

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作者
Sibbald, Mary Jo Mixon.;
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作者单位

University of Illinois at Urbana-Champaign.;

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授予单位 University of Illinois at Urbana-Champaign.;
学科 Music education.;Music.
学位 Ed.D.
年度 1989
页码 218 p.
总页数 218
原文格式 PDF
正文语种 eng
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A humanistic approach to discipline-based music education.

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