Eryn Calfee

MUSED258

Sound Connections, Chapter 2

Dr. Don Ester
2010

Summary:

Chapter 2 of Sound Connections provides the reader with the foundational knowledge and
research that initially founded the idea of the Sound Connections approach and how music
literacy is best taught in today’s classroom. It is acknowledged with great importance that while
educators will often skip this information, it is important for all people in this profession to be
readily able to support their methods as the area of study is often challenged. The chapter
discusses fundamental learning theories and how the cognitive systems best absorb
information for processing and application later on. Applying these vast concepts then to music
learning is the next step when deciphering the best curriculum for students to follow.

Discussion:

The lessons that I have learned from MUSED258 about perception and cognition have
broadened my perspective on education and effective pedagogy, especially in music education.
This will be of the utmost importance to me moving forward in my career as the cognitive
development and perceptive challenges a student might face will decide how I go about music
instruction in my classroom. Students who are underdeveloped and have not been exposed to
as much tonal music will experience difficulty distinguishing between different tonal patterns.
Being aware of this difference in learning abilities amongst others will improve my awareness
across the board, therefore heightening the success levels for all of my students. If sequenced
thoughtfully through the Sound Connections approach, I will find this to be much more
affective.