Modern Band and Special Learners

For the greater part of the past 50 years, music educators have advocated for contemporary approaches to music education that reflect the interests of students. This has recently manifested in an approach to music education that scholars call Modern Band. Though the term lacks any one definition, Modern Band classes typically involve popular music making with guitars, drum set, electric bass, and keyboard. Among the features of this approach is a student-centered orientation that is focused on the individual learner. Additionally, Modern Band is rooted in informal music-learning theory, which easily lends itself to the inclusive principles of universal design for learning and differentiated instruction. Because of this, Modern Band may be a perfect fit for inclusive music classrooms.

Heterogeneity of Thinking about Audiation in Terms of Scientific Exploration of the Status of Music Learning Theory by Edwin Elias Gordon

Taking into consideration the recent attempts made by scientific researchers to study the learning process as well as the process of learning music, it is assumed that both are subject to the same methodological rigour as the ones which originate from different backgrounds and subjects, espe- cially in the case of studies based upon quantitative strategy. There is a need for a thorough theo- retical analysis, which has been present in Polish educational market for over 20 years, of music learning theory by E.E. Gordon in terms of its functionality in research development. The author of the article outlines a thorough analysis of learning theory in terms of its scientific rationality, theo- retical and practical background. The author also conducts a selective description of its fundamental concepts in terms of undertaking research exploration. In these circumstances, the focus is placed upon projecting, conceptualisation and operationalisation of the attempts made by researchers in the subject of early school music education and widely understood music pedagogy.

Assessment in the Music Learning Theory–Based Classroom

This chapter provides a brief history of how instruction and assessment used by music learning theory (MLT) practitioners evolved from Edwin Gordon’s research on music aptitude. It describes aptitude tests created by Gordon, the purpose of these tests, and the ways in which MLT practitioners use this data to inform instruction and evaluate student growth. It outlines the ways in which MLT practitioners assess students’ achievement within the context of classroom activities in elementary general music settings and provides examples of measurement tools teachers may use to assess the students’ development of musical skills. Finally, it includes suggestions for ways in which teachers can use assessment data to individualize instruction, guide curricular decisions, evaluate students’ musical development, and reflect on the effectiveness of their teaching.