Solfeggi and the Acquisition of Style

Author(s):  
Robert O. Gjerdingen
Keyword(s):  

In the old conservatories the equivalent of “music 101” was the class in solfeggio. This was where beginning students learned to read music, to distinguish the sizes of intervals, and to learn scales and arpeggios. Today syllables like “Do, Re, Mi” are connected with scale degrees (steps 1, 2, 3 respectively). This was not the case originally. “Mi,” for example, meant a tone with a whole step below it in the scale and a half step above it. Thus both “E,” “B,” and “F♯” were all “Mi.” Similarly, “F,” “C,” and “B♭” were all “Fa.” The chapter details how this worked and gives examples of lessons in the old style of solfeggio.

1996 ◽  
Vol 23 (4) ◽  
pp. 215-219 ◽  
Author(s):  
Richard L. Miller ◽  
William J. Wozniak ◽  
Marci R. Rust ◽  
Beverly R. Miller ◽  
Jennifer Slezak

This study, was designed to determine the effectiveness of counterattitudinal advocacy in overcoming beginning students' erroneous beliefs about psychological phenomena. Introductory psychology students (N = 71) either wrote an essay (counterattitudinal advocacy) or read an essay supporting a scientifically acceptable position contrary to one of their beliefs. Writing a counterattitudinal essay was more effective in changing students' beliefs than either reading such an essay or learning about the topic through Standard pedagogical techniques. The method of delivering instructional materials (lecture vs. text vs. both lecture and text) made no significant difference in the elimination of erroneous beliefs.


2015 ◽  
Vol 10 (4) ◽  
Author(s):  
Tobias Jenert ◽  
Liisa Postareff ◽  
Taiga Brahm ◽  
Sari Lindblom-Ylänne
Keyword(s):  

Psychotherapy ◽  
1965 ◽  
Vol 2 (2) ◽  
pp. 49-60 ◽  
Author(s):  
Ruth G. Matarazzo ◽  
Jeanne S. Phillips ◽  
Arthur N. Wiens ◽  
George Saslow
Keyword(s):  

1992 ◽  
Vol 262 (6) ◽  
pp. S18
Author(s):  
T M Linder ◽  
J Palka

A comparatively simple apparatus allows even beginning students to observe action potentials in the cockroach leg. The recordings are made extracellularly by impaling the leg on two insect pins. Deflection of large spines on the leg, which are each innervated by one sensory neuron, initiates the action potentials. Using this technique, students observe the all-or-nothing nature of action potentials, their coding of information by frequency, and sensory adaptation.


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