ABSTRACT
Until the 1970s the psychology of music had focused mainly on aural perception. Beginning in the 1960s the focus shifted away from these simple perception studies. Piaget’s general theories of children’s cognition prompted specific research into children’s musical cognition and musical development. There was a surge of interest in trying to identify pathways of musical development. Teachers were encouraged to think of music education in the terms of developmental psychology and to adjust their teaching accordingly. The work of Marjorie Glynn-Jones illustrates the application of Piagetian theory to music education.
