Children's Home Musical Experiences Across the World

Susan Young, Beatriz Ilari

Description

This book offers a fresh and diverse perspective on home musical activities of young children from a variety of countries, including; Brazil, Denmark, Greece, Israel, Kenya, the Netherlands, Singapore, Spain, South Africa,Taiwan, the UK, and the United States. Narrowing their study to seven-year-olds from middle-class families, the articles in this volume argue that home musical experiences provide new and important windows into musical childhoods as they relate to issues of identity, family life, gender, culture, social class and schooling. Though childhood musical engagement differs considerably, it has direct implications for a better understanding of music education and childhood development. Using a wiki to share data and research across time and space, this volume is a model for collaborative cross-cultural research and is centered on the home as a primary research site for children's musical engagement.

Acknowledgements
Introduction: MyPlace, MyMusic: Children's Home Musical Experiences Across the World / Beatriz Ilari and Susan Young

Section 1: Theoretical Framework and Methods
1. Musical Childhoods: Theoretical Background and New Directions / Susan Young
2. The MyPlace, MyMusic Wiki: Enabling and Transforming the Methods and Processes of Research / Jèssica Pérez

Section 2: Thematic Interpretations
3. Public and Private Musical Worlds of Children / Claudia Gluschankof
4. Belonging and Identity: Exploring Gendered Meanings of Musicking in Seven-year-olds / Elizabeth Andang'o and Caroline Brendel Pacheco
5. Nurturing MY MUSICal Child: Parental Perspectives and Influences / Theano Koutsoupidou
6. Middle Class Musical Childhoods: Autonomy, Concerted Cultivation, and Consumer Culture / Beatriz Ilari

Section 3: New Ideas
7. Nurturing the Musical "Open-Earedness" of Seven-year-olds / Diane Persellin
8. Musical Childhoods in South Africa: "The times they are a-changin'" / Sheila C. Woodward
9. The Influence of Parental Goals and Practices on Children's Musical Interests and Development: A Perspective on Chinese Families in Singapore / Chee-Hoo Lum
Conclusion: Lessons Learned / Beatriz Ilari, Susan Young, and Claudia Gluschankof
List of References
List of Contributors
Index

Sujets

• Musique
• Technique musicale
• Technique musicale
• Techniques musicales
• Éducation
• Music
• Instruction
• General
• Education
• General officer
• Study
• Multiple signal classification
• Children's

Informations

• Publié par: Indiana University Press
• Date de parution: 06 septembre 2016
• Nombre de lectures: 0
• EAN13: 9780253022172
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

CHILDREN S HOME MUSICAL EXPERIENCES ACROSS THE WORLD
COUNTERPOINTS: MUSIC AND EDUCATION
Estelle R. Jorgensen, editor
CHILDREN S HOME MUSICAL EXPERIENCES ACROSS THE WORLD
Edited by Beatriz Ilari and Susan Young
Indiana University Press
Bloomington and Indianapolis
This book is a publication of
Indiana University Press
Office of Scholarly Publishing
Herman B Wells Library 350
1320 East 10th Street
Bloomington, Indiana 47405 USA
iupress.indiana.edu
2016 by Indiana University Press
All rights reserved
No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage and retrieval system, without permission in writing from the publisher. The Association of American University Presses Resolution on Permissions constitutes the only exception to this prohibition.
The paper used in this publication meets the minimum requirements of the American National Standard for Information Sciences-Permanence of Paper for Printed Library Materials, ANSI Z39.48-1992.
Manufactured in the United States of America
Library of Congress Cataloging-in-Publication Data
Names: Ilari, Beatriz Senoi, editor. | Young, Susan, editor.
Title: Children s home musical experiences across the world / edited by Beatriz Ilari and Susan Young.
Description: Bloomington : Indiana University Press, 2016. | Series: Counterpoints : music and education | Includes bibliographical references and index.
Identifiers: LCCN 2016018113 (print) | LCCN 2016020661 (ebook) | ISBN 9780253022004 (cloth : alk. paper) | ISBN 9780253022103 (pbk. : alk. paper) | ISBN 9780253022172 (ebook)
Subjects: LCSH: Music-Instruction and study-Cross-cultural studies. | Home schooling. | Music in the home.
Classification: LCC MT1 .C5333 2016 (print) | LCC MT1 (ebook) | DDC 780.83/4-dc23
LC record available at https://lccn.loc.gov/2016018113
1 2 3 4 5 21 20 19 18 17 16
We dedicate this book to the children in our lives: Alice, Charlie, Edward, Harry, Isabella, and Mitchell .
Contents
Acknowledgments
Introduction: MyPlace, MyMusic: Children s Home Musical Experiences Across the World / Beatriz Ilari and Susan Young
Section I. Theoretical Framework and Methods
1 Musical Childhoods: Theoretical Background and New Directions / Susan Young
2 The Project Wiki: Enabling and Transforming the Methods and Processes of Research / J ssica P rez-Moreno
Section II. Thematic Interpretations
3 Public and Secret Musical Worlds of Children / Claudia Gluschankof
4 Belonging and Identity: Exploring Gendered Meanings of Musicking in Seven-Year-Olds / Elizabeth Andang o and Caroline Brendel Pacheco
5 Nurturing MyMUSICal Child: Parental Perspectives and Influences / Theano Koutsoupidou
6 Middle-Class Musical Childhoods: Autonomy, Concerted Cultivation, and Consumer Culture / Beatriz Ilari
Section III. New Ideas
7 Nurturing the Musical Open-Earedness of Seven-Year-Olds / Diane Persellin
8 Musical Childhoods in South Africa: The Times They Are a-Changin / Sheila C. Woodward
9 The Influence of Parental Goals and Practices on Children s Musical Interests and Development: A Perspective on Chinese Families in Singapore / Chee-Hoo Lum
Conclusion: Lessons Learned / Beatriz Ilari, Susan Young, and Claudia Gluschankof
References
Contributors
Index
Acknowledgments
F IRST AND FOREMOST we would like to thank all children and families whose lives are portrayed in this book. In different parts of the world, busy families with seven-year-olds welcomed our research team members into their lives. They showed us their homes, their gardens, their favorite objects, and their pets, while we sipped juice, coffee or tea. They sang favorite tunes, danced, shared their compositions, musical toys, and electronic devices in our presence. They also laughed, frowned, smiled, and showed concern as they answered some of our most intriguing questions. Some even shared secrets, anxieties, and deepest fears with us. This book is the result of a collective effort to describe, interpret, and make sense of what we have experienced as we entered the homes and lives of these remarkable families. If it were not for their willingness to share their ideas and experiences with us, this book would never have been written.
The feedback received from fellow scholars was of ultimate importance for the refinement of our work over time. We are especially grateful to Estelle Jorgensen for her encouragement when we began to imagine an edited book on the MyPlace, MyMusic research project. Our gratitude is extended to Carlos Abril and Joanne Rutkowski, who have spent a considerable amount of their time immersed in our manuscript. They offered constructive criticisms and insightful recommendations that have helped to strengthen the arguments laid out in this book. Raina Polivka, Darja Malcolm-Clarke and the entire team at Indiana University Press have provided much guidance and support throughout the publication process, which certainly made our work smoother.
A heartfelt thank you goes out to Marcel Soleda for his technical assistance and support with the assemblage of the wiki. We also thank Bettina Schouw and African Cream Music for granting us permission to publish the score for Hambo Lala that appears in chapter 8 , and Lydio Roberto for allowing us to publish the score for Sabi in chapter 3 . We are also grateful to the families in Spain, Kenya, and South Africa for giving us permission to publish pictures of their children.
We are indebted to the entire MyPlace, MyMusic research team. This extraordinary group of researchers from different corners of the world worked collaboratively for several years to make this project come to life. We thank J ssica P rez-Moreno who served as wiki coordinator and ensured that all materials were received and made available to all. Furthermore, we would like to express our sincere gratitude to Anna Rita Addessi and Francesca Minigher in Italy, Sven-Erik Holgersen in Denmark, Jennifer Leu in Taiwan, and Jos Retra in the Netherlands. Although they did not contribute chapters to this volume, their roles in the project were equally important. We sincerely hope to have done justice to the invaluable data that they have collected, which are thoroughly discussed here.
Finally, we thank our family members and friends (Lisi Zeni) for their encouragement and unfailing support during the preparation of this volume.
CHILDREN S HOME MUSICAL EXPERIENCES ACROSS THE WORLD
Introduction
MyPlace, MyMusic: Children s Home Musical Experiences Across the World
Beatriz Ilari and Susan Young
F RAMED PREDOMINANTLY BY methods and theories from developmental psychology and usually with the school as a main locus, research on children s music education has at times endorsed the view of music as a thing to be learned by specific social and cultural groups. Music education research has also embraced, for the most part, the logic that music learning and development occur in universal stages, moving in a somewhat linear fashion from simple to complex with adult abilities as the endpoint, and with little exploration of contextual issues. This is made evident by the large volume of controlled studies on the musical skills and behaviors of children and adults, which still dominates music education research to date. As important as they are, these works provide a partial view of music learning and development in childhood. In recent years, however, efforts have been made to understand how and why humans engage with music in everyday life and the ways in which these experiences relate to music teaching and learning. Seminal works in the social psychology of music (e.g., Clarke, Dibben, and Pitts, 2008; Hargreaves and North, 1998; North and Hargreaves, 2008), sociology of music and music education (DeNora, 2000; Small, 1998; Wright, 2010), ethnomusicology (e.g., Turino, 2006), and more recently, cultural psychology (Barrett, 2011), have been particularly important in this regard. Social psychologists and sociologists, for example, have called our attention to the fact that music is, above all, a social endeavour (Hargreaves and North, 1998; Small, 1998). Their works remind us that music learning is directly linked to human interactions and to the ways that diverse social groups view and differentiate humans based on age, sex and gender, race, religion, ethnicity, and so on (e.g., Green, 1997; O Neill, 1997). Likewise, ethnomusicologists, anthropologists, and cultural psychologists have problematized how cultural beliefs, values, and practices shape human belief systems, cognition, and action (Barrett, 2011; Campbell, 2002; Turino, 2006), suggesting that music learning is intimately linked to the many cultures and subcultures that surround the individual. It is significant that these works not only highlight the role that different contexts play in musical experiences but also bring attention to local, global, and glocal or think globally, act locally (Himonides, 2012, p. 449) aspects of music, musical engagement, and learning. It follows, then, that music is a pervasive everyday life phenomenon that exists in various forms and takes on different meanings across and within cultures (see Young, 2015). Musical engagement, learning, and development not only are by-products of human abilities to perceive and process musical sounds but also are directly linked to issues of agency, identity, ethnicity, belief systems, and social and cultural values, to name a few.
A contextualized and integrated view of music, musical engagement, and learning is consistent with recent theorizing in the field of Childhood Studies. A prolific academic field that draws from a wide range of disciplines such as anthropology, sociology, history, public policy, law, and education, Childhood Studies focuses on childhood as a special social category and calls into question conventional concepts related to children a