The application of Cognitive Load Theory to teaching music reading

Abstract

This research investigated the application of Cognitive Load Theory (CLT) to the teaching of music reading. CLT allows the instructor to construct lessons with selected information presented until students have sufficient knowledge to know and use the whole concept. Elementary music students were taught music notation during recorder instruction. Only pertinent, initially modified, musical symbols were utilized, such as a two-line staff. As student knowledge and understanding grew, lines and spaces were added to the staff, as well as clefs, meter signatures, and other musical symbols normally found in written music. The traditional method presents the complete five-line staff at the first use of written music. A CLT-modified teaching approach was compared to the traditional method of teaching music reading.