Using knowledge meaningfully Essay Example

(2002) emphasizes the importance of comprehending the different components of the vocal mechanism and their contribution to singing. This knowledge assists students in effectively communicating with their teachers and evaluating their own performance. As a result, students acquire new principles in music and integrate them into their voice lessons for enhanced understanding and skill improvement. UNICEF (2003) observes that children use their pre-existing knowledge and experiences to acquire new skills and knowledge.

The handbook emphasizes the importance of encouraging children to work and interact in groups. This concept is also relevant for adults and adolescents who want to learn and apply their knowledge. When working with a small group, the teacher should recognize each member's learning abilities, experiences, interests, knowledge, and skills in order to motivate them effectively and facilitate meaningful learning. By applying Dimension 4, group members can encourage each other to improve their skills through regular practice.

Group members can enhance their vocal blending through practice and work together to address issues, such as incorrect tones. They can teach one another and employ advanced musical terminology to further improve as a collective. Furthermore, they can collaborate and share techniques for singing with precision and emotion.

Having one member use an improvised instrument to accompany their singing is one option. However, managing a larger group for voice lessons can be more challenging than smaller settings, as there are more members to attend to. While larger groups allow for quicker information transfer and engagement of all members, teachers may encounter difficulties. Fortunately, using the Dimension 4 of learning can aid the teacher in providing an environment for members to socialize and share their musical experiences and skills. For

example, skills learned while singing a specific song in a choir can be applied to various contexts.

Jellison (2000) stated that applying what a student learns from practicing playing piano, other instruments, or music results in transfer across multiple tasks. The underlying principle is that frequent and diverse opportunities to practice skills and demonstrate knowledge enable learning to transfer to new situations. In essence, the frequency and variety of practices impact the application and transfer of knowledge to different situations. For example, a member who regularly practices expressive and technically accurate singing can transfer this skill to new music as well as demonstrate and instruct other choir members. Thus, the member applies knowledge meaningfully.

Barbour, David. (n.d.). Know Ledge. Retrieved September 17, 2007 from http://c2.com/cgi/wiki?KnowLedgeHirst, Paul. (1969).

The article "The Logic of the Curriculum" by Judith A. Jellison was published in the Journal of Curriculum Studies. In 2000, Jellison posed the question of how to maintain meaningful music participation for all individuals. The article can be accessed through the Tanglewood and Vision 2020 website at https://www.menc. On September 17, 2007. This information is contained within a paragraph with a HTML tag enclosing it.

In Kelly's (2002) "Teaching Philosophy" article from org/publication/vision2020/jellison.html, he discusses his philosophy on teaching.

On September 17, 2007, the Kevin Kelly Baritone web site provided information about the philosophy behind Dimensions of Learning. This information was also retrieved from the Mid-continent Research for Education and Learning web site.

Sheppard, Shelby L. (undated). "Paideia and the 'Matter of Mind'" can be found at org/dimensions/whathow.asp.

The web page for Western Washington University provides a link to a paper on education by Shepherd. The source of the information is the

website of UNICEF, accessed on September 17, 2007.

(2003). This guide, titled Happy Learning!, offers recommendations for achieving the potential of children through best practices. It is published by the Regional Office for South Asia.