Glossary
- Page ID
- 230866
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)| Words (or words that have the same definition) | The definition is case sensitive | (Optional) Image to display with the definition [Not displayed in Glossary, only in pop-up on pages] | (Optional) Caption for Image | (Optional) External or Internal Link | (Optional) Source for Definition |
|---|---|---|---|---|---|
| (Eg. "Genetic, Hereditary, DNA ...") | (Eg. "Relating to genes or heredity") |  | The infamous double helix | https://bio.libretexts.org/ | CC-BY-SA; Delmar Larsen |
| Word(s) | Definition | Image | Caption | Link | Source |
|---|---|---|---|---|---|
| Active Listening | The process of listening attentively to music, focusing on the different elements (melody, rhythm, harmony, etc.) to understand and appreciate it. | ||||
| Auditory Discrimination | The ability to distinguish between different sounds, tones, pitches, and rhythms. This skill is essential for understanding music and speech. | ||||
| Beat | The basic unit of time in music, often perceived as a steady pulse that drives the rhythm of the piece. It's important for children to develop a sense of beat to improve rhythm. | ||||
| Cognitive Development | The mental process through which children learn, understand, and apply information. Music activities can help enhance cognitive abilities, such as memory, problem-solving, and concentration. | ||||
| Creative Expression | The ability to express oneself through music, whether by playing an instrument, singing, or composing. This allows children to explore their emotions and creativity. | ||||
| Developmental Milestones | Key skills or abilities that children typically develop at certain ages, such as motor coordination, speech, and social skills. Music can aid in reaching these milestones, especially with rhythm and coordination. | ||||
| Fine Motor Skills | Small movements typically involving the hands and fingers. Playing an instrument, such as a piano or violin, helps children develop these skills. | ||||
| Melody | A sequence of musical notes that are perceived as a single entity. Melody is often the most recognizable part of a song and is important in teaching children about pitch and rhythm. | ||||
| Music Theory | The study of the practices and possibilities of music. It includes understanding elements such as scales, intervals, chords, and key signatures, which are foundational to music education. | ||||
| Pitch | The highness or lowness of a sound. Learning pitch is essential for children to sing in tune and identify different notes in music. | ||||
| Rhythm | The pattern of beats or time in music. It refers to how long or short a sound lasts. Developing rhythm helps children improve their timing and coordination. | ||||
| Self-regulation | The ability to control one's emotions, behavior, and impulses. Music education can improve emotional self-regulation in children by fostering patience, persistence, and focus. | ||||
| Social Skills | The abilities required to interact and communicate effectively with others. Group music activities, such as ensemble playing, help children develop cooperation, listening, and teamwork skills. | ||||
| Spatial-Temporal Skills | The ability to understand space and time, often associated with mathematical thinking. Music can enhance these skills, especially through activities like rhythm games or learning to read sheet music. | ||||
| Tempo | The speed at which a piece of music is played. It can help children develop an understanding of pacing and timing in both music and other activities. | ||||
| Tone Quality, Timbre | The unique quality or color of a sound that distinguishes it from other sounds. In music education, children learn to differentiate between various instruments' sounds and voice tones. | ||||
| Vocal Development | The growth and improvement of a child's singing ability, including pitch, tone, and voice control. Music lessons can encourage vocal growth through song and vocal exercises. | ||||
| Zone of Proximal Development, ZPD | A concept in education referring to the difference between what a child can do alone and what they can do with the help of a teacher or peer. Music education often uses this concept to tailor challenges for children within their ZPD to maximize learning. | ||||
| Play-Based Learning | An approach where children learn through play and hands-on activities. Music classes often incorporate play, such as instrument exploration, which makes learning enjoyable and natural. | ||||
| Singing Games | Interactive activities where children sing songs while performing related actions or games. These help develop motor coordination, rhythm, and social interaction skills. |