Nuances of an In-Between Space of Learning Through Auditory Approaches in Early Piano Instruction
Samuel E. Pang, Rebecca Y. P. Kan · 2024
Read Nuances of an In-Between Space of Learning Through Auditory Approaches in Early Piano Instruction by Samuel E. Pang, Rebecca Y. P. Kan (2024) in the Tower of Babel, a free online library of public-domain works preserved in clean, searchable text. No sign-up. The full text is served as a plain-text file at a predictable URL, where text is present: https://antarctic-labs.com/tower-of-babel/pmc-11673918.txt.
Description
Samuel Pang and Rebecca Kan study how listening-based teaching can support early piano instruction, which usually leans on the eyes. Young learners often struggle to build aural skill while reading method books. The authors follow case studies of children aged seven and eight. Data come from lesson observations, interviews, game-based checks, and performances of a prepared piece.
The children show recall, calibration, association, and empowerment as they link heard sounds to their playing. The findings expose how much mental effort visual score reading demands at this age. Auditory approaches ease that load, freeing attention so students can coordinate their hands with the music they hear. The authors argue for teaching designs that straddle sound and sight. Such designs reveal fine differences in how beginners learn that single-channel methods miss.
Catalog record
| CREATOR | Samuel E. Pang, Rebecca Y. P. Kan |
|---|---|
| YEAR | 2024 |
| COLLECTION | PAPERS |
| FORMAT | TXT |
| FILE SIZE | 35 KB |
| VERSION | 1.0 |
| LICENSE | CC BY 4.0 |
| RIGHTS | CC BY |
| SOURCE | Europe PMC |