Gordon Method PRESENTATION

AMP3043 INTEGRATED APPROCHES IN MUSIC EDUCATION

Gordon Approach

Presentation

LECTURER : MR HUSNIL AMIN BIN ZAKARIA

Group Members

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D20182086038

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D20182086039

Muhammad Rafiq bin Abd Rahman

Muhammad Aziz bin Rosli

Ainin Sofiya binti Khairul Anuar

Muhammad Iqbal bin Abdullah

Muhammad Rais bin Mohd Iqbal

D20182086722

D20182086057

D20182086530

D20182086059

Muhammad Haritz Danial bin Nazaruddin

Liu Fengyuan

Muhammad Zulhariz bin Bahauddin

Shafiq Azhar bin Shahrizal

Edwin E. Gordon

• Remembered as a teacher, researcher, author and lecturer
• His work have been portrayed nationally on NBC Today Show, New York Times and in USA Today.
• Made major contributions in the study of music aptitudes, audiation, music learning theory, tonal and rhythm patterns and music developments in infants and young children
• Earned bachelor's and master's degrees in string bass performance from Eastman School of Music.
• He was Carl E. Seashore Professor of Research in Music Education at Temple University in Philadelphia
• Professor Gordon's professional materials are now housed in the Edwin E. Gordon Archive at the University of South Carolina/Columbia

1927-2015

" “Music is unique to humans. Like the other arts, music is as basic as language to human development and existence. Through music a child gains insights into herself, into others, and into life itself. Perhaps most important, she is better able to develop and sustain her imagination. Without music, life would be bleak. Because a day does not pass without a child’s hearing or participating in some music, it is to a child’s advantage to understand music as thoroughly as she can. As a result, as she becomes older she will learn to appreciate, to listen to, and to partake in music that she herself believes to be good. Because of such cultural awareness, her life will have more meaning for her.” "

(From A Music Learning Theory for Newborn and Young Children. Chicago: GIA Publications, 1990, pp. 2-3.)

The Gordon Approach

The Gordon Approach

• Set of ideas about how humans learn music through audiation
• Cognitive process by which the brain gives meaning to musical sounds.
• Audiation may be expressed in a variety of ways that may be developed sequentially from before birth through adulthood
• Based on familiarity with the tonal and rhythmic conventions of the music being heard

Types of Audiation

The types of audiation are not hierarchical. Some of the types, however, serve as readinesses for others.

Stages of Audiation

As theorized, the six stages of audiation are hierarchical–one stage serves as a readiness for the next. The table below outlines the stages of audiation as they occur in Type 1 of audiation (listening to familiar and unfamiliar tonal patterns and rhythm patterns in familiar and unfamiliar music).

Preparatory Audiation and Audiation

Though children not may be born audiating, they are born ready to audiate.

This is the summary outline of the Type and Stages of Preparatory Audiation. Adapted from Learning Sequences in Music ((Gordon, 2007b, p. 256)

Approach Founder

Regarding the creation of Gordon’s music education method, in fact, Edwin Gordon was interested in music qualifications and music learning during his PhD in 1956, learning education and developmental psychology, statistics, education measurement and the evaluation field courses laid a good foundation for subsequent research and pave the way for the creation of Gordon's music education method. From the perspective of Gordon's learning and teaching experience, psychology has a profound influence on Gordon's research and practice. Therefore, it can be seen that the creation of Gordon's educational method is closely related to educational psychology.

Approach Founder

Preparatory listening and Piaget’s cognitive development stage theory

The sequence of music learning and Bloom’s taxonomy of educational goals

Music Qualification and Gagne's View of Student Quality

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Approach Demonstration

Approach Demonstration

Skill Learning Sequence

Skill Learning Sequence

Gordon’s Skill Learning Sequence is based on two main categories of learning: Discrimination and Inference.

Discrimination learning occurs by rote, and occurs when a teacher teaches the basic building blocks of music—vocabulary and aural and rhythmic patterns.

Inference learning occurs conceptually, where the student is able to identify, create, and improvise with musical materials already learned. The student at this point is discovering music on his or her own.

Solfege

• Gordon (2007b, 2007d) recommends using two types of solfege: tonal solfege and rhythm solfege.
• Each type is used to assist students as they compare, categorize, and classify tonal patterns and rhythm patterns, respectively, while using their audiation skills.
• Gordon recommends using movable-“do” tonal syllables with a “la”-based minor, “re”-based Dorian, “mi”-based Phrygian, “fa”-based Lydian, “sol”-based Mixolydian, and “ti”-based Locrian.
• This tonal system allows students to recognize and audiate the characteristic patterns of each tonality without prematurely resorting to notation and theoretical understanding.

Rhythmic Learning

• Concerns understanding three basic concepts: the macrobeat, the microbeat, and melodic rhythm.
• Macrobeats are those we feel as main beats or longer beats such as when we’re dancing. In 4/4 or 2/4 time, for example, the macrobeat is represented by quarter notes, while in 3/4 time it is represented by the dotted half.

Gordon Rhythm Syllables Chart

Counting System

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Basic Rhythm Concepts By Edwin Gordon:

Basic Rhythm Concepts

• Macrobeat – Pulse
• Microbeat – Define the meter
• Syllables depend on meter and function.

1. Rhythms can become incredibly complicated, but they are all based on two basic concepts keeping the beat and dividing the beat.
2. So, to have basic rhythm, you must first learn to keep the beat, once you can keep a steady beat, it is time to divide that beat into different rhythms.

Reference

Audiation. (2012, May 24). GIML - the Gordon Institute for Music Learning. https://giml.org/mlt/audiation/ Edwin E Gordon.All about Audiation and Music Aptitude [M].Music Educator Journal, 1999. Edwin Gordon. Secrets of Music Learning for Infants and Toddlers [M]. Translated by Yu Yuan. Beijing: Chinese Central Conservatory of Music Press, 2013. Edwin Gordon, Wendy Valerio, etc. Music and Games[M].Music Play, Translated by Wang Gan and Liu Hao. Beijing: China Translation and Publishing Corporation, 2004. Edwin E Gordon.Learning Sequence in Music-A Contemporary Music Learning Theory[M].Chicago:GIA Publications,Inc,2007. Michael L. Mark. Contemporary Music Education [M]. Guan Jianhua, Qiao Xiaodong Translated. Beijing: Culture and Art Publishing House, 1991. Xu Bing. Edwin Gordon’s music teaching theory and practice [M]. Beijing: People’s Music Publishing House, 2014. Zhan Yanjun. On Dr. Edwin Gordon’s Early Childhood Music Education Thought——A summary of "2007 International Musical Intelligence Education Symposium"[J]. People's Music, 2008, (04). ‌

Reference

Xu Runhua. Teng Dachun on Foreign Education Research[J]. Comparative Education Research, 2009, (12), Wu Zhen. Research on Edwin Gordon’s Music Learning Theory [J]. Chinese Music, 2009, (01). Liang Xiaojuan. Exploring the psychological basis of "preparatory listening" and its significance in music education[J]. Musical Instruments, 2010, (11). Liang Xiaojuan. Exploring the psychological basis of "preparatory listening" and its significance in music education [J]. Musical Instruments, 2010, (12). Su Hang. Study on Edwin Gordon’s textbook "Instant Input"[J]. Yuefu Xinsheng (Shen Journal of Yang Conservatory of Music), 2011, (01) ‌

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