音乐教育中的结构保育：理论与儿童发展研究
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"音乐体验中的保守性('Conservation in Musical Experience')是由Marilyn Pfleiderer和Lee Sechrest在Northwestern University的研究论文中探讨的主题。在当前音乐教育文献中，一个主要观点强调学生必须学习音乐的基本结构，包括旋律、节奏、和声、形式和纹理等概念。然而，关于音乐概念形成过程（musical concept formation）的实际研究相对匮乏。
以往的研究主要集中在测量儿童辨别音高、强度和时值的能力，以及记忆音乐片段的听力感知和回溯能力上。这些研究关注的是听觉认知和回忆，而不是音乐思维的发展（Pflederer, 1966）。这表明音乐教育更深层次的目标可能超越了简单的听觉技巧训练，而应该涉及儿童思维发展的关键阶段——保守性（conservation）。
Jean Piaget的心理发展理论为理解儿童思维的发展提供了有价值的洞见。他认为，随着孩子年龄的增长，他们的思维表现出更高的稳定性，即在面对变化的刺激环境中，对特定概念的理解保持不变。这种稳定性促进了概念在孩子思维中的不变性，即保守性。在音乐体验的背景下，这意味着儿童可能通过不断实践和理解音乐元素，逐渐形成对音乐结构的内在理解和坚持，而不受具体情境或演奏变化的影响。
Pfleiderer和Sechrest的研究可能探讨了如何在教学中培养学生的音乐保守性，例如通过引导他们探索音乐的基本原理，如调式、和弦进程和形式模式，以便他们能够在不同的情境中识别和应用这些概念。通过这种方式，教师不仅可以提升学生的音乐感知能力，还可以促进他们在思考音乐时展现出更深层次的结构意识和理解力。
'Conservation in Musical Experience'这篇论文深入讨论了音乐教育中的一个重要方面，即如何通过培养孩子的音乐概念形成和思维稳定性的提升，来实现音乐体验的长期理解和保留，这是音乐教育中一个值得进一步研究和实践的领域。"
CONSERVATION IN MUSICAL EXPERIENCE’
MARILYN PFLEDERER
AND
LEE
SECHREST
Northwestern
University
A dominant theme in music education literature today
is
that the underlying
musical structure must be taught to students. This structure consists of concepts
about the basic elements of music, melody, rhythm, harmony, form and texture.
Yet little research has been conducted in the area of musical concept formation
pe7
se.
Measures have been devised to determine the child’s ability to discriminate
between pitches, intensities and durational values, and to remember musical
phrases. However, such research is primarily concerned with aural perception and
auditory recall rather than with the development
of
musical thought (Pflederer,
1966).
The research of Jean Piaget provides many insights into the development of
children’s thinking and the way in which they view the physical world. Piaget
views concept development in terms of conservation, marked by an increasing
stability of a particular concept in a changed
or
changing stimulus field. Increasing
stability leads to the invariance of the concept in the child’s thinking. Conservation
is justified by the properties of reversibility and compensation. When
a
child is
able to return to the initial state of
a
given material by an inverse operation, he
exhibits reversibility of thought and
so
affirms the conservation of that material.
In other words, instabilities and biases in perception are offset by the ability to
make inferences and to manipulate the arithmetical operations of addition, multi-
plication, division and subtraction. Piaget refers to this
as
operational thought.
A consideration of the development of musical concepts raises
a
fundamental
question
as
to the role of the intellectual processes in musical learning. In his
work Piaget deals with quasi-mathematical structures and with quasi-mathematical
invariances. Other invariances (perceptual constancies) such
as
those of color and
pitch, are found in perceptual structures.
Although I’iaget seem to make a strict line of demarcation between a percept,
and
a
concept,
it
is probably untenable and maybe impossible to set up this strict
line in a musical structure. AIusic consists of an organization of tonal relationships
within
a
temporal structure.
For
music
to
be apprehended, understood and per-
formed there are concepts pertaining to the relationships of melody, rhythm,
harmony and form that must be learned. 11usical learning begins with perception
of the sound structure; from this perception develop those relational concepts
which permit one to think about what has been heard. In a temporal structure
such as music
it
is
highly possible that conservation laws operate on
a
more concrete
level than in quasi-mathematical structures. Even in Piaget’s experiments we
often find the older child
in
particular combining the conceptual with the per-
ceptual, as when conservation of a material is
a
part of his immediate perception
of it.
Research that has been specifically concerned with the formation
of
musical
concepts is not extensive. Hitchcock
(1942)
and Jeffrey
(1958)
have found that
‘The.
research reported herein
was
slipported
by
the
Cooperative Research Program of the
(Miffice
of
Education,
Y.
S.
1)epartmerit
of
Health, Education,
md
Welfare.
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