When Music Goes to School: Perspectives on Learning and Teaching

by Danette Littleton

Overview

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.

Product Details

ISBN-13:	9781475813357
Publisher:	Rowman & Littlefield Publishers, Inc.
Publication date:	09/04/2015
Pages:	172
Product dimensions:	5.90(w) x 8.90(h) x 0.60(d)

About the Author

Danette Littleton is a former professor of music education and elementary school music teacher. She lectures and writes on children’s musical development, specifically the relationship between music learning and play.

Table of Contents

Preface: 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

Editorial Reviews

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.

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

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

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

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.

Choice Reviews

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

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

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.

CHOICE