Children's Construction of Musical Knowledge in Early School

Third, musical learning and development proved to be domain-specific rather than domain-general. The construction of musical knowledge depended on accessibility of and familiarity with the specific musical repertoire rather than general physical or cognitive constraints. The children's domain specific knowledge was facilitated by a better understanding of the musical repertoire by: (a) the use of mediational tools, (b) in-depth study of a limited repertoire, and (c) an interconnection across the musical activity setting. The children's musical knowledge in the three schools flourished.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Lim, Nam-Hee

Contributors dc:contributor

• Bresler, Liora

• Education, Early Childhood

Language dc:language

eng

Identifier

(MiAaPQ)AAI3182315

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/79842