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Fung, C. Victor – Philosophy of Music Education Review, 2005
At the onset of the essay by Alerby and Perm, musicality is described as emotional or cognitive phenomena. In this response, Fung questions what role a psychomotor phenomenon plays in musicality. Alerby and Perm describe "motor knowledge" in the context of Merleau-Ponty's "maximum grip." Does this mean that "motor knowledge" or "maximum grip" in…
Descriptors: Music Appreciation, Music Education, Phenomenology, Reader Response
Brown, Christine – Philosophy of Music Education Review, 2005
In this response, Brown finds solid points of agreement with Eva Alerby and Cecilia Perm, starting with their premise that music learning is most effective when taught within a context. While some students prefer learning in a linear, rule-oriented setting, more often than not a musical concept will be comprehended best if it is first experienced…
Descriptors: Teaching Methods, Music Theory, Music Teachers, Music Education
Stevenson, David – Philosophy of Music Education Review, 2004
David Stevenson's thoughts regarding Reichling's essay are offered in this article, and he begins his response by saying that Mary J. Reichling's essay regarding the three concepts, form, feeling, and isomorphism, is lucid, well structured, and aptly supported by research of other music education philosophers. He points out that Reichling states…
Descriptors: Music Education, Music Theory, Reader Response, Emotional Experience