Music education

Music education is a field of study associated with the teaching and learning of music. It touches on all domains of learning, including the psychomotor domain (the development of skills), thecognitive domain (the acquisition of knowledge), and, in particular and significant ways,the affective domain, including music appreciation and sensitivity. The incorporation of music training frompreschool to postsecondary education is common in most nations because involvement in music is considered a fundamental component of human culture andbehavior. Music, like language, is an accomplishmentthat distinguishes us as humans.[1]
References:
1. Yudkin J. (2008). Understanding Music. Upper Saddle River.
While instructional strategies are bound by the music teacher and themusic curriculum in his or her area, many teachers rely heavily on one of many instructional methodologies that emerged in recent generations and developed rapidly during the latter half of the 20th Century:
Majorinternational music education methods
Dalcroze method
The Dalcroze method was developed in the early 20th century by Swiss musician and educator Émile Jaques-Dalcroze. The method is divided intothree fundamental concepts - the use of solfege, improvisation, and eurhythmics. Sometimes referred to as "rhythmic gymnastics", eurhythmics teaches concepts of rhythm, structure, and musicalexpression using movement, and is the concept for which Dalcroze is best known. It focuses on allowing the student to gain physical awareness and experience of music through training that takes place throughall of the senses, particularly kinesthetic. According to the Dalcroze method, music is the fundamental language of the human brain and therefore deeply connected to what human beings are.Pedagogy.

Introduction.
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