Preferred Name
Ayn T. Balija
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Date of Graduation
Spring 2015
Document Type
Dissertation
Degree Name
Doctor of Musical Arts (DMA)
Department
School of Music
Advisor(s)
Amadi Azikiwe
Abstract
The applied music lesson remains a revered symbol of Western European tradition in American music education. Very little research exists assessing its continued viability as a method in its current form. This paper examines eight author observed assumptions about applied music lessons which flaw the learning process. Through available research, the assumptions demonstrate that the traditional applied lesson is teacher centered and difficult to assess. Exposing the resultant delusions of the eight assumptions reveals how a holistic approach in a studio can engage students in critical thinking and enhance student self-awareness. These primary goals place the educational emphasis on the process rather than the technically perfect performance as the terminal experience. Sample lesson techniques for undergraduate viola students will incorporate critical thinking methods to transform the weekly encounter into a student-centered experience which develops skills for continued self-directed study.
Recommended Citation
Balija, Ayn T., "What do I assume? An applied lesson approach integrating critical thinking and student-directed learning" (2015). Dissertations, 2014-2019. 10.
https://commons.lib.jmu.edu/diss201019/10
