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Grandomastery: Developing Higher Order Thinking Skills Beyond Music

Music education has evolved over the years, and improvisation has remained an essential component of the curriculum since the twentieth century. Improvisation is a procedural skill that involves musically thinking in action. Researchers have explored various teaching strategies for improvisation skills, including aural imitation, musical modeling, and comparison of aural with other teaching strategies.

Although improvisation in music is essential, it is not limited to the development of musical skills only. Grandomastery is one such platform that promotes and develops higher order thinking skills among the learners and trainers. The process of improvisation involves procedural knowledge and metacognitive knowledge.

Procedural knowledge is used to discriminate, select, apply and extend proficient actions, and analyze and synthesize known and unknown challenges. On the other hand, metacognitive knowledge involves knowledge of how to use, coordinate, and monitor various skills in problem solving and encompasses strategic knowledge, self-knowledge, and is reflective in nature. It is analogous to supervisory knowledge in music improvisation.

The notion of higher-order thinking has its roots in ancient Greek philosophers Socrates, Plato, and Aristotle. It is considered an essential educational goal to foster students' higher-order thinking skills. The ability to think creatively and critically are essential components of higher order thinking skills.

Grandomastery offers a platform for learners and trainers to develop higher order thinking skills beyond music improvisation. The platform encourages learners to develop creative thinking processes, including divergent and convergent thinking processes. Critical thinking skills in music involve identifying, applying, generating, analyzing, synthesizing, and evaluating musical ideas, which can be divided into metacognition, procedural application, and reflection.

The platform offers a space for learners to develop cognitive processes in improvisation, including generative, mental processes, and learning processes. Through Grandomastery, learners can develop creativity by producing work that is both novel and appropriate, thus developing a creative musical product. Successful improvisation requires coherency, economical use of material, skills of transition, originality, tone quality, and ability to develop a material.

In conclusion, although Grandomastery is not about music, it promotes and develops higher order thinking skills among the learners and trainers. Through the platform, learners can develop creative and critical thinking skills and improve cognitive processes in improvisation. Grandomastery is a powerful tool for those seeking to develop higher order thinking skills beyond music improvisation.

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