Premium
The classical classroom: enhancing learning for pupils with Acquired Brain Injury (ABI)
Author(s) -
Rees Siân A.,
Skidmore David
Publication year - 2008
Publication title -
journal of research in special educational needs
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.543
H-Index - 27
ISSN - 1471-3802
DOI - 10.1111/j.1471-3802.2008.00106.x
Subject(s) - parallels , analogy , psychology , polyphony , style (visual arts) , meaning (existential) , observational learning , musical , mathematics education , cognitive psychology , pedagogy , linguistics , experiential learning , visual arts , art , mechanical engineering , philosophy , engineering , psychotherapist
This paper seeks to draw parallels between different approaches to classroom instruction and two contrasting musical styles and to examine how pupils with Acquired Brain Injuries (ABI) might fare in each. A polyphonic classroom is defined as one where an awareness of multiple layers of meaning are encouraged to enhance the learning opportunities, whereas in a classical classroom most of the layers expressly support a single dominant line. While this analogy cannot be stretched too far, it is suggested that, after an ABI, a pupil might progress their learning more easily in a classical‐style classroom.