ABSTRACT
As teachers, how do we know whether students have learned material or acquired skills? In music we frequently assume that if students can demonstrate skills through performance then knowledge has been acquired. Yet, we know that not all demonstrated skills are retained and transferred to different situations. If they are not retained, have they been learned? Transfer of knowledge to different situations or new music does not always occur. Simply performing in an ensemble does not ensure that learning has taken place. Instruction is frequently repeated as new music is distributed that contains previously presented concepts. Consequently, teachers may incorrectly assume that because students can demonstrate skills, they have actually learned those skills. This chapter presents information on theories and variables infl uencing how humans learn, and what infl uences learning music. No single approach contains all the answers because students learn in multiple ways. Effective teaching begins with an understanding of how children think and react to new information. What works for fi rst graders does not work sixth graders. To understand the difference requires knowledge of theories regarding how humans acquire skills and knowledge.
