Green, L. (2008). Chapter 3: Making music and Chapter 4: Listening and appreciation. In “Music, informal learning, and the school: A new classroom pedagogy” (pp.40-91). New York: Routledge.
As I continue to read through Green’s book, I am becoming less skeptical of the idea of informal learning within a formal music education setting. Through her transcriptions and conclusions drawn from data, I am beginning to see how students are improving their aural skills and group ensemble skills even though they may have had worse results for a time. I enjoyed reading about how the students are certain that the way they listen to music at home is full of more awareness as they progress through the different stages. Although the students may not be able to articulate this clearly with musical terminology, they are understanding that change is occurring and as a result they are enjoying music class more and feeling in charge of their learning. In Chapter 4, Green mentions that while celebration might be a good aim for music educators, a better goal would be critical musicality. I agree with her in that celebration is a good, but vague goal for students. Her definition of critical musicality is clearly explained and gets to the core of music education---to help students come to a place of learning where they can explore and listen well to the basics of music, as well as underlying meanings, regardless of the style of music they listen to. It is good for teachers to want their students to appreciate all kinds of music, but we must have the skill to define how to do so in a way where students are the initiators. Comments are closed.
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Davina MiawOn this page, I will present examples of my scholarship in the form of reflective essays and philosophical assignments. Archives
November 2019
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