More On Bloom’s Revised Taxonomy

In order to work effectively with Bloom's Revised Taxonomy, we must understand two dimensions of learning: cognitive process, and knowledge. Cognitive process describes what thought task a learner is performing on a given text or focus. These include, in order of complexity from simple to complex,  remembering, understanding, applying, analyzing, evaluating, and creating. Of these, … Continue reading More On Bloom’s Revised Taxonomy

Music Teaching and Bloom’s Revised Taxonomy

When I learned Bloom's taxonomy as an undergraduate, I always thought that the arts were short changed. Sure, there was the affective domain, but it just didn't have the depth  to it that the cognitive domain had, and the affective domain was often presented as a sort of afterthought. When the taxonomy was revised, this … Continue reading Music Teaching and Bloom’s Revised Taxonomy

Writing Objectives for Music Students

Objectives are essential to good teaching and effective learning. They articulate what students are expected to do and provide the framework for assessing student work. Both teacher and student can easily lose their way if they are not guided by well formed learning objectives. Though it is true that objectives are required for lesson plans … Continue reading Writing Objectives for Music Students

A Closer Look At The Four Artistic Processes: Connecting

In the conceptual framework for the national core arts standards, the artistic process of connecting is defined as "relating artistic ideas and work with personal meaning and external context." This definition delineates the process of connecting to do entities: one's personal life, and the lives of others. The others may be contemporaries or historical, a … Continue reading A Closer Look At The Four Artistic Processes: Connecting