
Contents
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1 Introduction 1 Introduction
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2 Theoretical and Practical Issues 2 Theoretical and Practical Issues
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2.1 The social and educational context of musical competence 2.1 The social and educational context of musical competence
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2.2 Normative and expert development 2.2 Normative and expert development
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2.3 Does artistic development proceed in stages? 2.3 Does artistic development proceed in stages?
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2.4 Musical competence and artistic development 2.4 Musical competence and artistic development
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3 The Course of Artistic and Musical Development 3 The Course of Artistic and Musical Development
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3.1 The sensorimotor phase 3.1 The sensorimotor phase
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3.2 The figural phase 3.2 The figural phase
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3.3 The schematic phase 3.3 The schematic phase
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3.4 The rule systems phase 3.4 The rule systems phase
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3.5 The professional phase 3.5 The professional phase
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4 Conclusion 4 Conclusion
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Acknowledgements Acknowledgements
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References References
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6 The development of artistic and musical competence
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Published:February 1996
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Abstract
Studies of musical development in various disciplines have led to the discovery of a number of ways in which to define musical development and musical competence. Here, the researcher establishes that the psychological definition will be used, as established by psychological research findings, to describe the account of the development of musical competence, focusing on ‘singing’, ‘graphic representation of music’, and ‘melodic perception and composition’. The chapter describes the theory of musical competence that is concerned with the ways in which different cultural groups relate to the music they hear. The researcher believes that the social and cultural context must be identified, in order to go further into describing musical competence in terms of individual psychological developments. The chapter also touches on the subject of education and the generalist–specialist approaches to it, as well as whether there are stages in artistic and musical development. The researcher furthermore attempts to suggest a meeting between theory and practice, one which could shed light on what teachers should adapt as a theoretical framework for how they teach.
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