Reflective paper #5
Patrick Regan
One of the most enjoyable aspects of the assigned textbook is the author’s ability to drop
real gems of educational insight in their many long stretches of academic blarney. Just
when it appears there is nothing of value to be gained from their academic blathering,
they produce such incredible nuggets of wisdom as, “Adolescents can deal with
abstractions and are no longer encumbered by a dependence on reality (Abeles, p.199).
Speaking as the father of four teenagers, the words “adolescents” and “reality” should
never be used in the same sentence.
The most interesting aspect of this week’s readings was the presentation of the value of
psychology as a foundation to curriculum and research practices. Throughout the
readings references to the curricular and research ramifications of psychology abound.
Childhood development theory (psychology) has been relatively recently incorporated
into music education research and curriculum development, first appearing as a
component in these fields in the early 1960s (Abeles, p.201). Yarbrough supports this
contention, stating that “…music research as a discipline is a relatively recent
development (Yarbrough, p.759)…” She contends that work in music education
research, “…may be just beginning to have an impact on the training of young musicians
and the musical education of our audience (Yarbrough, p.760).”.
