Victor Stec Sep.

30, 2018

Campbell, P.S., & Scott-Kassner, C. (2013). Music in childhood: From preschool through the elementary

grades (4th ed.). Cenage Learning.

What is the difference between a percept and a concept? How are the two related?

Percept is the competency to distinguish various melodic qualities, such as pitch register, direction and
motion. Concept on the other hand is the capacity to describe the function of such qualities in various
contexts. The two relate to one another as one shares a link to the knowledge/understanding of
melodic qualities while the other, to their application. Without the full comprehension of the first idea,
the probability of performing the one that follows would remain impossible. Therefore, percept and
concept hold relation in the fact that they live co-dependently, with one not functioning without the
other.

At what point are children developmentally ready to explore ideas related to tonality? What are some
ways to reinforce perception?

It is at about the age of six to seven that children develop an understanding of tonality and the
systematic use of tonal centres in music. To reinforce such a concept may encompass introducing scales,
major and minor modes, along with melodic sequences that all of which would be introduced to
intermediate elementary students. Activities regarding tonality may encompass singing, moving,
playing, listening, reading or creating. An example of a moving exercise may have students listening to a
tonic oriented song while having them play its tonal centre on diatonic octave bells.

At what point can children accurately perceive the number of simultaneous sounds in a piece of
music? What kinds of tasks might you create to test that ability?

Although the book does not precisely address at what age children can distinguish the use of numerous
pitches in a piece of music, it does offer a developmental sequence beginning from the age of five
regarding the skill level to which children can perceive multiple pitches at once. Activities regarding the
topic range from singing, moving, playing, listening, reading and creating exercises. A moving activity for
students five to eight years of range could have them walking while listening to a two a two-chord song
and changing direction of movement with each chord change. Children of age’s nine to twelve for a
playing activity could build triads on pitches of a diatonic scale to later identify those that were major or
minor.

If children automatically gain perceptions of pitch and pitch structures as a result of growing up in a
musically rich environment, why should parents and teachers devote time to expanding those
perceptions? List three reasons.

Despite children’s automatic gain of perceptions of pitch and pitch structures through age, the
justification not to expand teaching of these ideas based off a conclusion to which they will learn pitch
Victor Stec Sep. 30, 2018

concepts unconsciously is void of sense. To advocate for such a notion would be similar as if to say
children will learn to read and write through exposure to society. It is simply untrue. While they may
develop a basic knowledge of literacy and calligraphy, a more matured use of such concepts would
prove difficult without further training. The same goes for with learning perceptions of pitch and its
structures. Although children will unconsciously learn of them, it does not signify that they will further
their understanding. Therefore we need to devote time expanding these perceptions to provide children
a more advanced comprehension of the subject. This would likewise help students develop into more
complete musicians and would facilitate their learning of other similar concepts.

Why is it important to have a developmental perspective, beginning from the early childhood years
regarding what children are capable of perceiving? What meaning might that have for an elementary
general music specialist?

To have a developmental outlook regarding the musical capacity of children through the years is as if
one could look ahead in the future to see winning lottery numbers. It is a circumstance difficult to pass
up upon. Understanding early childhood musical development is an effective tool to recognise how to
effectively teach students; whether it be, the most practical types of activities one could use or simply
the level of musical language to use. It is a resource all elementary educators should apply to better
their curriculum and style of pedagogy as to improve their students quality of learning.