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Edwin E. Gordon
Transcript of Edwin E. Gordon
Edwin Elias Gordon
Childhood and Adolescence
difficult relationship with his father
mother died when he was 14
poor in-school music experiences
started playing string bass, but developed poor technique and intonation
joined Army and played tuba in the 302nd Army Band
began studying at Eastman
left Eastman briefly to play professionally
played in Gene Krupa's band as bassist
Believes everyone has a set aptitude for music learning
Musical experiences up to age 9 influence whether or not a student will meet his/her musical potential
Should be measured to guide educators to differentiate
Musical Aptitude Profile (MAP) 1965
designed for 4th-12th grade
famous for longitudinal predictive validity study
Later designed the Primary, Intermediate, and Advanced Measures of Music Audiation in 1979, 1982, and 1989
struggled at Eastman
earned Bachelors and Masters degrees in string basss performance and music literature in 1952 and 53
Earned teaching certificate from Ohio University and taught publicly for 1 year
Received Ph.D. from University of Iowa and immediately began teaching there as professor of music
Music Learning Theory
sequential beginning from infancy
not a specific curriculum or list of strategies
audiation is a process that must be developed through a large listening vocabulary that is later put into practice, similar to language acquisition
more than just "inner hearing"
8 types and 6 stages of audiation
2 levels of MLT
Discrimination- develop ability to recognize (audiate and perform) familiar patterns, participate in aural/oral learning
Inference- develop ability to recognize and contextualize unfamiliar patterns
MLT meant to be adapted to your own teaching environment and personal style
Gordon Institute for Music Learning
aims to continue Gordon's research to further understand process of audiation
certification available for Early Childhood, Elementary General Music, and Instrumental Music
4th annual conference August 6-8 in Chicago!
Gordon currently teaches at University of South Carolina, where his many publications are archived
Gordon's advice: get rid of notation! Improvise!
What does this look like?
Early Childhood Audiation Development
part of "The Gordon Approach"
rhythms should be audiated first and sung on a neutral syllable
then students reach the verbal association stage (use Gordon rhythm solfege)
eventually rhythm syllables aren't used unless helping to clarify an unfamiliar musical situation
Macro and microbeats (2/4 is duple meter, 6/8 is triple meter!)