Learning Theories that Frame Aural

Skills

Framing the construct of a students intellect can be broken down into

what we know today as schema. Learning theories allow teachers to
reference a diverse range of skills, data and years of trial and
examination, measuring one students strengths and weaknesses within
the classroom setting. Applying these learning theories successfully,
teachers need to employ the principle development stages of a students
growth and development. As illustrated before, the way in which a
particular theory is implemented, depends upon how we might interpret it,
evaluating its potential for student improvement (Glassman and Wang,
2004). Observations of students work habits, manual dexterity skills and
small group behaviour can reveal for teachers, therefore, uncover how
students cope with their work such as lesson activities, interactivity with
other peers, assessments and exams much like the music 2 aural exam
constructed.

Jean Piaget, a major pioneer of cognitive development believed, there is a

biological inevitability to how children develop. Piagets theory of the
schema, demonstrates how children actively construct their world, where
a schema is a concept for frame working an individuals mind, organising
and interpreting information (Santrock, 2010). Much like auditory
listening, a students schema and prior recognition of work, construct their
awareness of what particular terms or what sounds are created and how
through aural examinations. Two processes Piaget contends, are,
assimilation and accommodation. Assimilation can be when a student
incorporates new knowledge into existing and accommodation occurs
when a student adjusts to first-hand information (Santrock, 2010).
Referring to the conceptual framework of connecting learning theories and
aural skills, accommodation can most definitely occur when new sounds
and auditory information are being processed during an examination

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period. When a student finds them self in unknown territory, unable to
answer a question, or understand the meaning of a particular sound,
cognitive disequilibrium, becomes the cause of confusion (Berger, 2009),
this can further be intertwined with cognitive overload, where the total
amount of mental energy is being used to work with memory.

Constructing learning theories towards music education, is a generative

and sensorimotor process. Generative, a term borrowed from linguistics,
means that, like language learnings, music learning is an active process
whereby individuals organise sound/time phenomena as they occur much
like within an aural exam (Bamberger, 1991). The earliest stages of what
similarly tends to be referred to as music cognition, meaning, particular
mental challenges lead to a change in mental structure (Wenger, 1991).
Transitional processes, paint a particular mental challenge such as
cognitive overload during a process of development, including multiple
hearings, sensorimotor experiences and reflection. Further, involving the
ability to move from figural to formal hearings, description and
construction of musical analysis changes the stages of cognitive
involvement.

Black and Wiliam (1998), argue, teachers need to have deep understating
of Formative assessment and exam. Much like the current exam written
for stage 5 music 2 students, employing good teaching strategies and
learning theories such as Vygotskys Zone Proximal Development Theory
(ZPD) can be beneficial for students. This theory facilitates the learning
and teaching process, supporting the student by scaffolding, which
provides the foundation for teachers to build their approach to help assist
students education, overall identifing the gaps within their strengths and
weaknesses (Hayward, L. & Hedge, 2005). Lastly, learning theories allow
teachers to implement and understand the process of adaption, in
reference of Piagets concepts: schemata, assimilation and accommodation
this allows teachers to recognise the concept of students cognitive
change between stages of large development.

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 Reference List

Bamberger, J., and Schon, D. (1991). Learning as reflective conversation

with materials. In F. Steier (ED.) Research and reflexivity (p. 186-209).
London: Sage.

Berger, K. S. (2009). The developing person through childhood and

adolescence (2nd ed.). New York: Worth Publishers.

Black, P. & William, D. (1998). Assessment and classroom Learning.

Assessment in Education. Vol.5, pp. 7-73

Glassman, M., & Wang, Y. (2004). On the interconnected nature of

Vygotsky. Educational Researcher, 33(2), 19-21

Santrock, J. N. (2010). Educational psychology. Boston: McGraw Hill.

Wegner, E. (1999). Communities of practice: Learning, meaning, and

identity. Cambridge: Cambridge University Press.

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 link

http://preserviceteacher1992.weebly.com

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