2.

Taking in consideration the readings of Jacobsen’s and Duke’s chapters:

● I consider that Duke’s statement that matches with the concepts introduced by
Jacobsen is the first paragraph in page 90 (...​”All learning complex knowledge…”​)
especially when he mentions that “the complex ideas and skills are broken down into
digestible units is entirely within the purview of the teacher”. I believe that the point of
view of Jacobsen is based on in very specific and practical examples, whereas Duke
tends to be a little more abstract in the way that formulates the concept. However the
concepts complement between themselves. In both cases, they agree that is
essential that each class has a balanced input that mixes theoretical or abstract
concepts towards the application of that to actual playing. And Jacobsen as well as
Duke named that as a ​skill​.
● The concept introduced by Jacobsen at “From known to the unknown” is presented
by Duke in the principle “Where to begin”. Both pedagogues determined that the first
step before the introduction of new knowledge must be to “scan” what is the previous
knowledge of the student. In Jacobsen’s case she exemplifies the concept by talking
about an average child beginner student, and how to introduce to the knowledge of
the high of the pitches and articulations by relating this with sound of animals or
images that facilitates the development of the skill. Duke tend to be more
philosophical in “Where to begin” because he tries to picture this kind of situation in
several different scenarios. But finally he replies this disquisition in “Start from the
scratch-every day”. Since my point of view, Duke states that new knowledge “comes”
after the student demonstrate consistency in what has learned before and that leads
towards the next phases of learning (p.95, second paragraph). However,I consider
that there is a great deal of concepts that may be compared with what is mentioned
by Jacobsen in “From know…”.
● The statement that might be similar between Jacobsen and Duke is: “...without
guidance, students will be unable to find the information they need to succeed.”
(Jacobsen, p.18) and “...student learning is not a result of what teachers say, but a
result of what teachers have students do”(Duke, p.,103). Both concepts are
analogous with the difference that Jacobsen centers in the knowledge whereas Duke
focus on the process.
● It’s easier to an student to build a new skill (that may be the preparation of a piece)
by being introduced by steps to it in advance and checking what the student has
learned, than to create a sequence of classes in which the second or the third one
only presents new knowledge without checking the previous path or by only
“correcting” elements that are ​still part of the process of what the student is learning.
Because of that Duke recommends to start from the scratch every day, until the
fundamentals are learn and it’s actually possible to move on.
● In “Small approximations” Duke set a criteria, which is quite similar to Jacobsen's,
and is the carefully presentation of activities that increase the level of difficulty to the
final result. Though, I believe that overall Jacobsen presents concepts in a more
behavioral way. In “Systematic Presentation”, she examplies with several teaching
strategies how to carry on the lessons but also the home practice assignments since
the scratch. Duke tends to be more reflexive by establishing that what matters is
what and when to teach. At the same time the instructions should be concise and
 useful above all. After that he refers to the fact that a teacher should always be
careful regarding how is going to introduce concepts like “delicate quality” of sound.
He arrives to the conclusion that until the day that a student is able to relate this
adjective (“delicate”) with a certain muscular tone or touch a teacher should introduce
to the student to what actually needs to achieve that. So, to sum up: it’s important to
prepare activities taking in consideration the previous knowledge of the student as
much as not take for granted nothing that wasn’t introduced properly in class.
● Follow - through implies that there are an amount of activities that helps to
consolidate certain knowledge. Assessment is the action by which a teacher checks if
the student got that was expected to be learn. I believe that in follow through
activities may include assessment, but not necessary assessment includes follow-
through, unless a teacher planned that. For example, a teacher may ask a student to
play a piece from beginning to end, and that would be a kind of assessment but
perhaps to guide the student to questions to check about recollection of certain data
before the student played the full piece may be a follow- through that also is an
assessment.
● I believe that the Duke principle that matches better with “Good Learning Habits” is
what is “Small approximations”. They embodied what means to sequence practice
towards a complex result.

3. The presentation of:

● Eighth notes, a. May be done by repeating an word or certain syllables. Example:

b. Clap the eighths and walk in quarters (slow).
● Quarter rests, to breath the duration of the rest.
● Octave sign, to count in the keyboard placing the fingers in the keys from A to A, B to
B, so on.
● Staccato, to imitate the movement of an spring.
● Minor Finger Pattern, to relate an emotion with the pattern of the scale (like sadness).
● Loud and soft, to relate everyday sounds to their actual volumes (like car’s horn with
loud or keys “tingling” like soft sound).