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The Generative Theory of Musical Learning, Part II

WINTER 1988 FOur fundamental premises were proposed in the opening section of this paper: that music is a unique symbol system, that cognitive, emotional and behavioral qualities of the individual are interdependent and interactive, that the role of schooling is to provide the individual with alternative ways of interacting with his or her environment, and that the purpose of learning is to serve us in the future. Drawing on these assumptionsfor guidance, the generative theory of music instruction consists of a six-component system: content, context, behavior, mode of knowledge representation, cognitive strategy, and attitudinal climate. Theintegration and interactionof these six components into a network provides an environment for children to grow in their understanding of music. As noted at the close of Part I, as each of these elements is examined in greater detail, it is essential to keep in mind that it is the integration of these components into a holistic learning environment, much greater than any single part, that makes it possible for successful learning to occur.