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The MMCP learning objectives are to develop positive musical behaviors in students. MMCP does not focus on imparting factual music knowledge. Rather, learning and acquisition of musical information are the byproduct of the “doing” in performing and creating the music. The four behavioral objectives
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MMCP is an alternative educational model to music education as a response to the declining interest in school music which is often noted in students as they grow older. The problems in music education the MMCP sought to address were the students’ rejection of music education upon reaching the stage
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The teacher's role in this sequence is the creator of the musical problem yet an unobtrusive observer. Students should view the teacher as a resource rather than an evaluator. A teacher does not impose judgement on students' creations, but rather acts as the "facilitator of discovery."
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MMCP believes presenting music as changing and evolving rather than “static” like western art music increases the interest in new creation. Thus, when students act as musicians and not spectators, they discover comprehensive meaning on many levels of understanding.
201:- Students solve the musical problem in group composition projects by developing a musical hypothesis and testing it using aural logic. Critical thought should be used in solving the problem, and all students are encouraged to experiment.
194:- Teacher presents a framework for introducing a musical problem (often in the form of a question) that inspires creative thought. The problem must be well-defined, well-diversified, and able to be solved creatively by all students.
208:- After groups rehearse their compositions, a performance typically takes place to share ideas. From the experimenting process in designing their composition, the students have developed necessary musical skills needed to perform.
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Students evaluate themselves on their own personal achievement of these objectives. Teacher serves to not evaluate the student but to evaluate how well the curriculum is working and modify accordingly to each student.
215:- Students may have an oral discussion after the performance to discuss and evaluate themselves. They may also record the performance for critical analysis at a later time.
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Walker, Robert. Innovation in the Music
Classroom: II The Manhattanville Music Curriculum Project. Psychology of Music, Vol. 12, No. 1, 25-33 (1984)
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Fostering the continued relevance of music to a student in school and contemporary society is a key purpose for MMCP in the areas of:
166:- Students gain a complete understanding of music by; composing, performing, conducting, listening, enjoying, sharing, and reacting.
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in 1960, and has since been the model for many school curricula in the US. A typical MMCP sequence of events is as follows:
55:, and the rejection of music in the educational environment as compared to the strong acceptance of music outside school.
154:- Going through the task-oriented process of deciding how to create music using concepts from all styles and periods.
104:– Students excited about their own creative musical potential and their aesthetic sensitivity to music.
77:– How can the changing nature of music in our society stay relevant to students as they grow older?
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that are developmentally appropriate. The "spiral curriculum" concept was first proposed by
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curricular plan that sought to improve music education through a child-centered approach.
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148:- Learning by creating is the most exciting way to retain, understand, and learn music.
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160:- Students should understand and create the music of their contemporary environment.
222:- Students listen to music for pleasure or as a resource to discover new ideas.
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that sequentially introduces new concepts in action-oriented
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movement behaviors in performing vocally, or on instruments.
65:– How can students recognize the aesthetic value of music?
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of formal operations (logic & reasoning) observed by
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closely aligned with the MMCP process of learning are:
71:– How can music satisfy the personal needs of students?
128:– Students understanding intrinsic meaning in music.
236:MMCP Synthesis; a structure for music education
98:– Students using knowledge to solve problems.
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27:Child-centered approach to music education
141:The four main areas of MMCP focus are:
32:Manhattanville Music Curriculum Project
238:Bardonia, N.Y., Media Materials, inc.
118:notational skill to perform music and
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254:Music education organizations
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199:Composing & Rehearsing
122:music listening behaviors.
234:Thomas, Ronald B (1970).
152:Concepts & Skills
213:Critical Evaluation
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69:Personal Relevance
63:Artistic Relevance
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116:Translative
102:Attitudinal
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230:References
220:Listening
146:Discovery
126:Aesthetic
112:Dexterous
96:Cognitive
46:Rationale
248:Category
192:Strategy
171:Sequence
164:Totality
38:) is a
181:cycles
137:Focus
120:Aural
108:Skill
36:MMCP
30:The
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