Piaget and Vygotsky. Piaget’s idea of stages is no longer considered accurate by most experts. The socio-cultural perspective is considered more appropriate, and this perspective began with Vygotsky. The Zone of Proximal Development (ZPD) is the area where a learner can acquire new skills or knowledge with the help (socialization) of a more advanced learner.
Post-Piaget and Vygotsky. There are five main new ideas in recent socio-cultural literature regarding developmental theories: (1) speed of processing [e.g. Case and Halford), (2) modularity [development is more domain-specific than previously thought], (3) guided participation [similar to ZPD, but with a greater emphasis on child-centered socialization instead of adult-centered socialization directed toward the child], (4) communities of practice [musical ensembles are good examples], and (5) legitimate peripheral participation [for example, playing in a pop band after school, where the learning is more informal, and it must occur in groups].
Cultural historical activity theory. Vygotsky included three interdependent elements in learning: subject, object and domain. Engestrom added three additional elements: community, rules and division of labor.
Is musical development domain specific? The authors largely rely on Howard Gardner and related theorists in thinking that music is a specific domain, yet is interdependent with other domains and general cognitive processing. Differences in expert and normative development are noted.
Theoretical models of musical development. Swanwick and Tillman’s spiral model, Serafine’s developmental view of ‘music as cognition,’ and the symbol system approach mainly associated with Howard Gardner. Edwin Gordon is mentioned. Some other theorists are briefly discussed. This section of this chapter was probably the weakest, and the majority of topics discussed were covered more thoroughly in prior readings for this course.
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