Description
Book SynopsisExperts 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.
Trade ReviewWeaving 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. * CHOICE *
Throughout this interesting book, Danette Littleton provides anecdotes, theories and research to challenge the current state of standards-based education and to focus music teaching and learning on people. Through these, Littleton makes some compelling arguments such as educating with social justice issues in mind and teaching children to play with music. Her descriptive storytelling transports the reader to her music classroom and provides practical examples from years of teaching and learning. These examples could serve to encourage and inspire music teachers seeking to advance the field of music education and genuinely connect with students. * Journal of Popular Music Education *
This is a set of deeply personal and meaningful essays on teaching music to children by paying close attention to musical imagination and feelingful response. Littleton lays bare the tragic trend today to misuse standardize learning and assessment efforts by those who do not understand the deep importance of music and the arts in schools. She does this in each chapter of this book with the clear voice of an experienced teacher and researcher with beautifully crafted writing, steeped in experience and based on solid theory, that is sure to inspire any new or experienced educator. -- Peter Webster
With the arrival of this brilliant book there is a clear, accessible, engaging and landmark volume on children’s musical play, creativities and cultures. Striking the perfect balance between theory and practice, and based on impressive practical experience and scholarship, Danette Littleton shares unique insights into a range of tried-and tested teaching strategies to help you support and develop children’s ways of knowing, exploring, wondering and weaving their musical experience successfully in any setting, whether that be the classroom, the playground, the community or play centers. This invaluable text includes exemplars and carefully designed child-centered pedagogies that will be meaningful for children, whatever your musical or teaching background. This book is remarkably timely and well conceived, essential reading for student-teachers, teachers, early years and initial teacher trainers, parents and policy makers; a truly valuable resource and a refreshing contribution to the music education of every child. -- Pam Burnard, faculty of education, University of Cambridge
When Music Goes to School: Perspectives on Learning and Teaching by Dr. Danette Littleton, an exceptional music educator of students from pre-school through graduate school, gives one insights from her years in and out of the classroom. Her multi-cultural and performance experiences gives one insights into teaching and pedagogy for the 21st century educator. Every musician and music educator should read it. -- Earl Coleman, The Curry Eminent Faculty Scholar Chair in Voice, The Schwob School of Music, Columbus State University, GA
Spinning threads of political activism, theoretical grounding, and wonderfully told narratives of her extraordinary career as a music teacher and researcher, Danette Littleton weaves a tapestry of both concern and hope for the future of education. She invites us to share in both the struggle and the delight as we reflect on our own practices with students. -- Lori Custodero, associate professor, music and music education, Teachers College, Columbia University
Table of ContentsPreface: A Child’s Mind is a Terrible Thing to Standardize Introduction: Toward Individualism, Imagination, and Inventiveness Essay 1: Individualism: A Curriculum of One Firsthand Perspectives on Learning and Teaching Music Discovering Music Playing with Mozart Music in Context Repertoire and Resources Follow the Children Essay 2: Imagination: The Musical Culture of Children’s Play Problem Seeking: The Play Factor Observational Studies: Free Play with Music Primary Source: The Pillsbury Studies Music Setting, Instruments, and Materials Theories of Children’s Play Cultural Perspectives of Play Aesthetic Perspectives of Play Historical Perspectives of Play The Nature of Nurturing Mother-Infant Music Play Children’s Cognitive Music Play Behaviors Children’s Social Music Play Behaviors Pedagogy and Play “Why Can’t We Play?” Essay 3: Originality: Voices of Children Childhood’s Markers and Talismans Neotenous Traits of the Child The Goodness of Children Influences of Great Educators Ecology of Learning Pedagogy of Culture When Children Hurt Pedagogy of Possibility Finding Your Way Essay 4: Inventiveness: Making Meaningful Music with Children Musical Teaching Music Repertoire Music Instruments A Music Lesson Plan Format Ideas, Procedures, and Materials for Instruction: Shiver Me Timbres! Ideas, Procedures, and Materials for Instruction: American Indian Legends, Songs, Drums, and Dances: Dancing Drums and Singing Clay Ideas, Procedures, and Materials for Instruction: American Composer George Gershwin, A Jazzy Classic Ideas, Procedures, and Materials for Thematic Instruction Musical Evaluation and Assessment When Children Sing Unwelcome Incidents in the Classroom Making Music Classroom Rules that Matter Essay 5: Perspectives: Voices of Teachers Teaching Music Under New Rules 1994 National Standards for Music 2014 Common Core Standards for Music Toward Constructing Curriculum The Big Picture Education for the 21st-Century Epilogue: On the Cusp of Possibility Bibliography Works Cited Index
