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The relationship between approach to learning and learning strategies in learning music
Author(s) -
Cantwell Robert H.,
Millard Yvette
Publication year - 1994
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1994.tb01084.x
Subject(s) - psychology , rote learning , flexibility (engineering) , cognitive psychology , selection (genetic algorithm) , cooperative learning , mathematics education , teaching method , artificial intelligence , computer science , statistics , mathematics
The study investigated the relationship between approaches to learning and strategies used in learning unfamiliar music. Verbal protocols from six 8th grade music students indicated that deep and surface approaches have distinct influences on the selection of strategies for learning music. Independently of difficulty level, deep learners displayed greater depth of content concern and greater flexibility in strategy behaviours, while surface learners were consistently data‐bound and strategically biased towards both rote learning techniques and recourse to external sources to resolve difficulties. The findings are consistent with previous research in student learning. The implications of the results for the teaching of music are discussed.