STUDY GUIDE No.

Name: Johne Melson G. Torrea Date: November 16, 2023

Instruction: For our asynchronous activity today our topic is about Applications of Psychology to Music
Teaching please read the handouts that will be provided before answering the following questions.

1. What are the levels of cognitive taxonomy?

 Knowledge - recalling of information
 Comprehension - grasping the meaning of information
 Application - using knowledge in new situations
 Analysis - breaking down information into parts to undertand relationships
 Sysnthesis - assessing and judgments about information
 Evaluation - generating new ideas or products based on learned information

2. Why is assessment in the affective domain more difficult than in the cognitive domain?
 The affective domain is often considered more complex due to the subjective and
personal nature of emotions, attitudes, and values. Unlike the cognitive domain, which
deals with observable knowledge and skills, the affective domain involves internal,
subjective experiences that are challenging to measure objectively. Emotions, beliefs, and
attitudes are multifaceted, varying greatly among individuals, making it harder to create
standardized assessment tools. Additionally, these aspects often involve self-reflection
and introspection, which can be challenging to evaluate externally.

3. In what ways are the cognitive, affective and psychomotor taxonomies useful to music teachers?

 Cognitive: Helps in structuring lessons that enhance musical knowledge, understanding

theory, composition, and critical thinking skills in students.

 Affective: Enables teachers to address students' emotions, motivations, and attitudes

towards music, fostering a love for music, appreciation for different genres, and a sense of
musical expression.

 Psychomotor: Assists in teaching motor skills, technique, and physical aspects of music
performance, aiding students in mastering instruments or vocal techniques effectively.

4. What are the essential components of an educational objective that is stated in behavioral
terms?
 Specific Behavior: Clearly define the observable and measurable behavior that the student
is expected to demonstrate. For instance, it could involve playing a specific musical piece
with correct tempo, rhythm, and expression.
 Conditions: Specify the conditions under which the behavior should occur. This could
involve mentioning whether the performance is solo or in a group, with or without sheet
music, or in a particular setting (like a concert or rehearsal).
  Criteria for Success: Define the criteria or standards that will determine successful
achievement of the objective. This might include accuracy in notes, adherence to
dynamics, or emotional expression while playing.
 Timeframe: Specify when the behavior should be demonstrated. This could be an
immediate objective (e.g., by the end of the week) or part of a larger, long-term goal.

5. In what ways do upper levels of the taxonomy for the psychomotor domain differ from the
lower levels?
 This taxonomy, although not formally related to the other two taxonomies, seems to have
been rather widely accepted. The taxonoiny is organized by complexity; that is, objectives
classified at the lower levels are generally easier to carry out than those at the upper
levels.

6. What is the main difference between personalized systematic instruction (PSI) on the one hand,
and programmed instruction (PI) and computer-based instruction (CBI), on the other?
 The major distinguishing feature of the PSI approach seems to be the constant monitoring
of a student's skill and knowledge level and the personalized tailoring of instruction based
upon these achievement assessments. The primary distinction between PI and CBI lies in
the mode of presentation, with CBI utilizing computers to present instructional materials
and to monitor progress, while PI generally employs textbook presentations, although
"teaching machines" have also been used.

7. In what ways can computers be used most effectively to aid music instruction?

 Music education initially presents some unique hurdles for the developer of automated
instruction in terms of the production and evaluation of sound. The requirement of sound
caused the pioneers in programmed music instruction to supply audio tapes frequently
with programmed texts. It has also required developers of computer-based instruction in
music to produce accessory computer hardware capable of synthesizing sound. Although
the sound-producing "peripherals" vary in the quality of sound produced, most produce
tones that are adequate for musical skill development.

8. What are the strengths of behavior modification in managing students in music classes?

 Behavior modification, particularly in managing students in music classes, can offer several
strengths: Clear Objectives and Expectations: It establishes clear behavioral expectations
and objectives, allowing students to understand what is expected of them in terms of
conduct, practice habits, and participation during music classes. Consistency in Approach:
It promotes consistency in addressing behavioral issues, providing a structured framework
for dealing with both positive and negative behaviors, leading to a more organized and
predictable classroom environment. Reinforcement of Positive Behavior: Emphasizes
positive reinforcement for desired behaviors, encouraging students to engage positively
during music sessions, fostering a conducive learning atmosphere.
9. What are the limitations of behavior modification?

 Limited Scope: Behavior modification focuses on measurable behaviors, limiting its ability
to fully capture the complexity of musical expression and creativity.

 Neglect of Cognitive Processes: It tends to overlook critical cognitive aspects like problem-
solving and musical understanding, essential in music education beyond mere repetition.

 Emphasis on External Reinforcement: Reliance on external rewards might hinder intrinsic

motivation and a deep love for music in the long term.

 Overemphasis on Surface Behaviors: Addressing surface-level behaviors may overlook the

deeper emotional expression and musical comprehension necessary for holistic learning.

 Inability to Capture Individual Differences: It might adopt a one-size-fits-all approach,

disregarding diverse learning styles and preferences among students.

 Short-Term Focus: Primarily aiming for immediate, observable results may not align with
the gradual and long-term nature of musical skill development.

 Potential for Resistance: Students might resist external control or become overly
dependent on rewards, hindering the development of genuine passion and intrinsic
motivation for music.

10. What are the basic steps in applying behavior modification to both academic and social
situations in music classroom?
Steps:
1. Select the behavior to be modified and identify the desired or goal behavior
2. Observe the frequency of the behavior and its antecedents and possible reinforcing
events
3. Plan a program to alter the behavior and monitor the change
4. Remove the program and monitor to see if the goal behavior is maintained