Authentic pedagogy approach to music: Music Learning Theory (MLT) by Erdwin Gordon

What is MLT?

Music Learning Theory (MLT) is a comprehensive framework that allows instruction to be adapted toward student developmental needs. It is supported by psychological study in and outside of the field of music. Three areas of current research support it, including,

1. Understanding of the young child’s music development during the Babble Stage
2. Describing and explaining of the nature of developmental and stabilized music aptitudes
3. Describing and explaining the nature of the audiation process

Described in Music Educators Journal as one of five major approaches to music education, Music Learning Theory explains what a student needs to know in order to be ready to audiate, and provides techniques for teaching audiation. The theory can help teachers to plan music instruction in what Conway calls a “logical, sequential way.” Music Learning Theory, as Shuler describes, is “the structuring of the logical order of sequential objectives which include the music skills and content that students must learn in order to achieve comprehensive objective music appreciation."

Meeting point between authentic pedagogy and the MLT

Authentic pedagogy is based on the premise that students’ work should prepare them for the intellectual work that their variety of roles in society will demand of them and involves “intellectual accomplishments that are worthwhile, significant and meaningful” (Newmann, 1996: 23). This theory has been extended into the development of three criteria for authentic intellectual achievement (Newmann, 1996):

1. Student building of knowledge
2. Discipline Inquiry
3. Value beyond the Classroom

According to the above points, MLT is a practical case of authentic pedagogy applied to music.

With the concept of developing music as if it were a language, criteria are established that form the basis of audiation (which would be the point of the student's own development of listening and understanding what he or she is hearing musically speaking). In the younger classes, it is based on the realization of songs (without lyrics) and varied rhythmic patterns by the teachers. For this, through games and with few material resources beyond the teacher's voice and some percussion instruments, the student is introduced to a new language of expression, which is music. The pattern of All-Part-All is followed. The student absorbs all the information he/she receives in the classroom in a natural and organic way. As the parents of the students attend the class, they also participate in the learning process and can support the children once they have left the classroom by applying what they have seen and done in class.

Of all the techniques I have learned to teach music, this is the one that has given me the most success.

Bibliography:

• Authentic Pedagogy: Standards That Boost Student Performance. - Newmann, Fred M. And Others, 1995. https://eric.ed.gov/?id=ED390906
• Authentic Pedagogy: Proposition for Education - Dr. Nirav D. Trivedi, 2Mehul J. Mistry & 3SunilKumar N. Pate. March 11, 2017 - ISSN 2348 –1269, PRINT ISSN 2349-5138
• Speaking Music: A Hist Speaking Music: A Historical Study of Edwin Gordon's Music s Music Learning Theory - David M. Alfred, West Virginia University - 2021
• https://www.youtube.com/watch?v=XRUCZp9uYOM&themeRefresh=1