Publication date:
04 September 2015Length of book:
172 pagesPublisher
Rowman & Littlefield PublishersISBN-13: 9781475813340
Experts in child psychology and pedagogy concur that how children are schooled today seriously conflicts with how they learn and develop. Children are being left behind and the promises and possibilities of childhood are slipping away. This book aims to disclose a deeper understanding of music’s importance in children’s lives and their need to know, explore, wonder, and play. Directed toward music teachers, teacher educators, and scholars, this text invites inquiries and provides insights into contemporary challenges to learning and teaching in an era of standardization. A compendium of essays, classroom voices and vignettes is supported by relevant research in music education and companion disciplines in psychology, philosophy, and sociology. Storytelling with scholarship contributes authenticity and strengthens the premise of this book.
Weaving together reflections on practice, policy changes over time, and childhood musical development, Littleton (a specialist in music education) examines music education in public schools and the various forces that shape the conceptualization and delivery of instruction. The author divides the book into five thematic sections: ‘Individualism: A Curriculum of One,’‘Imagination: The Musical Culture of Children's Play,’‘Originality: The Voices of Children,’‘Inventiveness: Making Meaningful Music with Children,’ and ‘Perspectives: Voices of Teachers.’ In contrast to texts that offer reflections on a career and practical advice, this volume balances thoughts on practice with research and/or historical events. Each section begins with a robust discussion of research on the topic. Particularly noteworthy is Littleton’s success weaving historical context of policy decisions together with thoughts about developmentally appropriate practices that teachers can consider as they develop instruction for their classrooms. Though the text sometimes seems to move in many directions simultaneously, in fact it provides an accurate picture of the forces and factors at play in the delivery of musical instruction in the public schools. Summing Up: Recommended. Upper-division undergraduates through faculty and professionals.