his career, he continued asking questions and was not satis- fied until he had answered them. Of course, each answer resulted in many more questions.
He contributed over 50
years of coherent research that started with music aptitude and continued with music teaching and learning. His contri- butions to the psychology of music are unparalleled as they relate to the improvement of music teaching and learning. No other single researcher/teacher has contributed as much.
I would not be who I am or where I am professionally had I not had the privilege of working with Ed Gordon, nor would the Michigan music education community.
Michigan teachers base their classroom practice in his theo- ries. Michigan State University, Eastern Michigan Univer- sity, University of Michigan, University of Michigan-Flint, and Hope College all have faculty members who have stud- ied with Dr. Gordon and share his ideas with their students.
Yet, as Terry Bacon said to Dr. Gordon in his toast at the 5th International Conference on Music Learning Theory that was held in August 2015, “Rest now, the time has come for others to continue your work” (Bacon, 2015). Music educa- tors across Michigan and around the world will do their best to continue learning, to apply Dr. Gordon’s work, and to help it continue to evolve as we learn more about his passion: how children learn music.1
More information about Edwin E. Gordon and his ideas can be found on the Gordon Institute for Music Learning website (http:// giml.org
). In addition, copies of all of his works can be found in the Dr. Edwin Gordon Archives at the University of South Caro- lina (http://library.sc.edu/p/Collections/Gordon
Bacon, T. (2015). Facebook post. Retrieved from https://www. facebook.com/baconterr/posts/10154531362244762
Carol Gordon (2014, February 24) Niagara Gazette. Re- trieved
Edwin E. Gordon. (2015, December 10). UB Reporter. Retrieved from https://www.buffalo.edu/ubreporter/
ml/content/shared/univer- sity/news/ub-reporter-articles/briefs/2015/12/obit_ed- win_gordon.detail.ht
Edwin Elias Gordon Obituary. (2015, December 8). The State. Retrieved from http://www.legacy.com/obituar-
Gordon, E. E. (2012). Learning sequences in music: Skill, content, and patterns. Chicago: GIA Publications.
Gordon, E. E. (2014). Discovering music from the inside out: An autobiograhy. Chicago: GIA Publications.
Mayo Clinic (2016). Healthy lifestyles: Pregnancy week by week. Retrieved from http://www.mayoclinic.org/
Moerk, E. (2000). The guided acquisition of first language skills. In I. Sigel (Ed.), (1985-2000) Advances in Ap- plied Developmental Psychology.
National Association for Music Education (2015). Dr. Edwin E. Gordon named Lowell Mason Fellow by National Association for Music Education.
Shehan, P. (1986). Major approaches to music education: An account of method. Music Educators Journal, 72(6), 26-31.
Taggart, C. C. (2016). Music Learning Theory: A theoreti- cal framework in action. In C. Abril & B. Gault (Eds.) Teaching general music: Approaches, issues, and view- points. New York: Oxford University Press.
Valerio, W. H., Reynolds, A. M., Bolton, B. M., Taggart, C. C., & Gordon, E. E. (1998). Music play: The early childhood music curriculum. Chicago: GIA Publica- tions.
Cynthia Crump Taggart, a Past-President of the College Music Society, is Professor of Music Education at Michigan State University, where she directs and teaches in the Early Childhood Music Program. She is co-author of Jump Right In: The Music Curriculum, Music Play: The Early Child- hood Curriculum and numerous journal articles.
tion, she was co-editor of Learning from Young Children and The Development and Practical Application of Music Learn- ing Theory. She was awarded the Undergraduate Teaching Excellence Award for the Humanities and Social Sciences at Case Western Reserve University and the Teacher-Scholar and Beal Outstanding Faculty awards at Michigan State. Dr. Taggart can be reached at firstname.lastname@example.org
| Page 2
| Page 3
| Page 4
| Page 5
| Page 6
| Page 7
| Page 8
| Page 9
| Page 10
| Page 11
| Page 12
| Page 13
| Page 14
| Page 15
| Page 16
| Page 17
| Page 18
| Page 19
| Page 20
| Page 21
| Page 22
| Page 23
| Page 24
| Page 25
| Page 26
| Page 27
| Page 28
| Page 29
| Page 30
| Page 31
| Page 32
| Page 33
| Page 34
| Page 35
| Page 36