Music Education
Contents
Music Education Sources
Argument Three
Importance of cultural context in teaching music
- "Can't We Just Change the Words?" The Role of Authenticity in Culturally Informed Music Education
Lisa Huisman Koops. Music Educators Journal. Reston: Sep 2010. Vol. 97, Iss. 1; pg. 23, 7 pgs
Many curricular materials advocate careful attention to cultural context in order to present accurate musical practices, but teachers do not always have the time and resources, or perhaps even the desire, to follow recommendations for teaching music in context.1 However, teaching music without attention to its cultural context is a problem in several respects: it risks misrepresenting the musical practice being studied, it fails to take advantage of the potential benefits of culturally infused music teaching, and it promotes a conception of music as isolated sonic events rather than meaningful human practices.2 Discussion about this struggle to balance accurate performance practice with accessibility has focused on the concept of authenticity. According to Michael Largey, professor of ethnomusicology at Michigan State University, East Lansing, the term strategy implies both application and purpose: how authenticity is used and why it is important.
The Value of culturally responsive ensembles
Engaging and Educating Students with Culturally Responsive Performing Ensembles Kevin Mixon. Music Educators Journal. Reston: Jun 2009. Vol. 95, Iss. 4; pg. 66, 9 pgs
In America's increasingly pluralistic society, almost half the students in public schools can be described as "minorities." Teaching this multicultural population calls for creativity on the part of music educators. Modifications to traditional ensembles, tapping into multiple cultural sources, increasing the variety of alternative ensembles, and being flexible in programming and scheduling can enhance student, parental, and community support of your music program. [PUBLICATION ABSTRACT]
Music Education and Learning
http://www.education.com/magazine/article/Can_Music_Help_Learn/
Some good quotes in this article from authoritative looking sources.
Unclassified ERIC sources
Rickard, N. S., Vasquez, J. T., Murphy, F., Gill, A., & Toukhsati, S. R. (2010). Benefits of a Classroom Based Instrumental Music Program on Verbal Memory of Primary School Children: A Longitudinal Study. Australian Journal of Music Education, (1), 36-47. Retrieved from EBSCOhost.
Standley, J. M. (2008). Does Music Instruction Help Children Learn to Read?: Evidence of a Meta-Analysis. Update: Applications of Research in Music Education, 27(1), 17-32. Retrieved from EBSCOhost.
Herrera, L., Lorenzo, O., Defior, S., Fernandez-Smith, G., & Costa-Giomi, E. (2011). Effects of Phonological and Musical Training on the Reading Readiness of Native- and Foreign-Spanish-Speaking Children. Psychology of Music, 39(1), 68-81. Retrieved from EBSCOhost.
Rauscher, F. H., & And, O. (1994). Music and Spatial Task Performance: A Causal Relationship. Retrieved from EBSCOhost.
Yoon, J. (2000, January 1). Music in the Classroom: Its Influence on Children's Brain Development, Academic Performance, and Practical Life Skills. Retrieved from EBSCOhost..
Crncec, R., Wilson, S. J., & Prior, M. (2006). The Cognitive and Academic Benefits of Music to Children: Facts and Fiction. Educational Psychology, 26(4), 579-594. Retrieved from EBSCOhost.
deVries, P. (2004). The Extramusical Effects of Music Lessons on Preschoolers. Australian Journal of Early Childhood, 29(2), 6-10. Retrieved from EBSCOhost.
Summa-Chadwick, M. (2009). The Power of Music: The Use of Music Protocols to Enhance Neurological Function. Exceptional Parent, 39(7), 38-42. Retrieved from EBSCOhost.
Helmrich, B. H. (2010). Window of Opportunity? Adolescence, Music, and Algebra. Journal of Adolescent Research, 25(4), 557-577. Retrieved from EBSCOhost.
