Aprendizaje musical significativo

Please use this identifier to cite or link to this item: http://dspace.mediu.edu.my:8181/xmlui/handle/123456789/2016

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DC Field	Value	Language
dc.creator	Gabriel Rusinek	-
dc.date	2004	-
dc.date.accessioned	2013-05-29T21:24:31Z	-
dc.date.available	2013-05-29T21:24:31Z	-
dc.date.issued	2013-05-30	-
dc.identifier	http://www.ucm.es/info/reciem/v1n5.pdf	-
dc.identifier	http://www.doaj.org/doaj?func=openurl&genre=article&issn=16987454&date=2004&volume=1&issue=5&spage=	-
dc.identifier.uri	http://koha.mediu.edu.my:8181/jspui/handle/123456789/2016	-
dc.description	Understanding the meaningfulness of music learning requires two complementary perspectives. On the one hand, I maintain that the declarative knowledge about music is meaningful when it is related in a non trivial manner to the musical event it denotes, and propose a way of evaluating that meaningfulness through tests that demand the use of different processes of the auditive cognition. On the other hand, given that it is the apprentice who decides to build that relation between musical concept and musical experience, I argue that we need to understand his or her motivations, and propose the use of qualitative research techniques to interpret the meanings attributed to the learning procedures lived in the classroom.	-
dc.publisher	Universidad Complutense de Madrid	-
dc.source	Revista Electrónica Complutense de Investigación en Educación Musical	-
dc.subject	music	-
dc.subject	learning	-
dc.subject	meaning	-
dc.title	Aprendizaje musical significativo	-
Appears in Collections:	Arts and Architecture

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