Gordon: Music Learning

Theory

Edwin Gordon

A researcher, teacher, author, editor, and lecturer.

He has also contributed in the study of music aptitudes, audiation,

music learning theory, tonal and rhythm patterns, and music
development in infants and very young children.

Before becoming committed to research in the psychology of music, he

earned bachelors and masters degrees in string bass performance from
the Eastman School of Music. He played string bass with the Gene Krupa
band before going on to earn a Ph.D. from the University of Iowa in
1958.

Contents:

Audiation

Tonal Content

Rhythm Content

Music Learning theory

Coordinating learning sequence activities

with classroom activities and performance activities.

Tonal solfege and rhythm solfege

Music Aptitude

Audiation

Audiation is the foundation of musicianship. It takes place when we hear

and comprehend music for which the sound is no longer or may never
have been present. One may audiate when listening to music,
performing from notation, playing "by ear," improvising, composing, or
notating music.

Hearing and comprehension of music in the mind

Sense of tonal/rhythm syntax

Prediction

Clap Your Hands

Clap, clap, clap your hands
Clap your hands together.
Stamp, stamp, stamp your feet
Stamp your feet together.

Do-Re-Mi (Sound of Music)

Doe, a deer, a female deer

Ray, a drop of golden sun
Me, a name I call myself
Far, a long long way to run
Sew, a needle pulling thread
La, a note to follow sew
Tea, I drink with jam and bread
That will bring us back to do...oh oh oh

Doe, a deer, a female deer

Ray, a drop of golden sun
Me, a name I call myself
Far, a long long way to run
Sew, a needle pulling thread
La, a note to follow sew
Tea, I drink with jam and bread
That will bring us back to Do

Do re mi fa so la ti do, so do

Types and
Stages of
Preparatory
Audiation

Introducing Tonalities
Tonal Content The tonal patterns used in learning sequence activities are organized
according to tonality classification (major, minor, dorian and so on) and tonal pattern
function (tonic, dominant, subdominant and so on). Tonalities and tonal functions are
sequenced primarily according to familiarity.
Tonalities Traditionally refers to major and minor tonal systems, and modality refers to
the other tonal systems that have evolved from the church mode . The term keyality refers
to the pitch name(A or Bb) that functions as the pitch center, or tonic, in a piece of music.
Tonal Patterns Most tonal patterns are arpeggiated, rather than diatonic.
Learning by Contrast
MAJOR __________________________ MINOR
Duple ___________________________ TRIPLE

What is tonalities?

Axis of Awesome:

VI.IV.I.V
MODES:

C C Ionian
Mixolydian

GG

D D Dorian

A A Aeolian

EE

B B Locrian

phrygian

F F lydian

 Resting tone Sometimes referred to as scale tone or a Home

tone. A tonal Center or centers to which a piece of the music
Gravitates. A resting tone is specified by a movable do syllable. A
tonality hay a resting tone, where as a keyality has a tonic.
ORGANIZING TONALITIES
Tonal solfege Of the many tonal solfege systems available, the one
best suited for developing audiation is the movable do with a la based
minor system.
DO
TI
LA
SO
FA
ME
RE
DO

Do is Movable- the tonal system in which the placement and position

of do is dependent on the keyality and tonality. For example, in major
tonality, C is do in the keyality of C; D is do in the keyality of D; and
so on. The ascending chromatic syllables are do di re ri mi fa fi so si la
li ti do. The descending Chromatic syllables are do ti te la le so se fa
fe mi me re ra do. In the imovable of fix do system, regardless of
keyality or tonality, C is always do.

The Tonalities as tonal centers

-Primary Chords
IIVV

Rhythm Content
Rhythm Content - Elements, meters, functions, and solfege.
Each level of rhythm content serves as a readiness for achieving the next
higher level of rhythm content.
Rhythm learning is facilitated by development of a sense of meter and a
vocabulary of rhythm patterns. The rhythm patterns used in learning
sequence activities are organized according to meter classification (usual
duple, usual triple, unusual, and so on) and rhythm pattern function
(macrobeats, microbeats, divisions, and so on). Meters and rhythm
functions are sequenced primarily according to familiarity.

Music Learning theory

Appreciation through Understanding
Appreciation suggest a favorable emotional response.
Understanding is based on comprehension.
The more a student understand the music the more the student
is able to appreciate it, although he/she may not like all that
she/he understands.
To truly appreciate music, we should allow the music to guide us
in looking for meaning in our selves. We do not take meaning
from the music.

Music Aptitude
It is important to use a music aptitude test that is appropriate for the
level of musical development of the students being tested.

Pitch

Melody

Texture

Rhythm

Coordinating learning sequence activities

with classroom activities and performance activities.

Development of childrens Singing Voices

-breathing and posture
-voice quality
-range
Teaching of wrote song
-without words
-preparation (tonality, keyality, starting pitch)
-expression

Tonal solfege and rhythm solfege

Intervals
M2 M3 P4 P5 M6 M7 Oct
M2 m3 m6 m7
Rhythmic Dictation
Melodic dictation