BASIC AND HIGHER COGNITIVE PROCESSES IN MUSIC RESPONSES: SOME THOUGHTS FOR MUSIC EDUCATORS
BASIC AND HIGHER COGNITIVE PROCESSES IN MUSIC RESPONSES: SOME THOUGHTS FOR MUSIC EDUCATORS

Summary/Abstract: There is a cognitive element in music education which is often neglected or ignored, and teachers ought to address this in their teaching practices. Back in 1989, Reimer noted that the devalued condition of the arts in education stems from the misconception that arts have no genuine cognitive status for that is arts involvement with the emotional expression. If arts are solely regarded with how one is feeling at a particular moment, education of music would become rather irrelevant. Ever since, researchers have examined the scientific and cognitive elements related with music teaching and learning, and its ontological existence within the overall educational and scientific spectrum. However, the misconception of music relating mainly with the emotional realm of oneself remains a stronghold in many curricula, or perhaps rooted in the essence of several teaching approaches. In this position paper we approach music education from the standpoint that there exist cognitive processes involved in responses to musical stimuli. Teaching music involves defining a logical education problem and, thus, toward finding logical answers through a designative logical process. We will, therefore, recommend various strategies which, we hope, will enable fellow music educators to address the cognitive skills required to music development.

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