Young Children

Susan Wright (2002) gives an in depth discussion of current philosophies, theories and practices in early childhood music education, with many appealing instances of how children learn and how adults can improve this learning. The Music, Young Children, and Learning present how children learn through the music and how adults play a vital function in supporting this education. Wright’s objective is to investigate deeper into the topics and to offer the reader with both a theoretical and philosophical perception of the significance of the music in young children’s lives, and the facts and self-reliance to apply this understanding in a variety of learning contexts.

 

Technology has proven to be an effective tool, but Music basics are much more. It is a body of exciting content for deepening the instruction of music (Wright:2002). There is a great deal of knowledge about what is basic to the multi-leveled appreciation of visual thought and communication that has never been adapted for use in public school music programs. Included in Music curricular content are resources for visual and creative thinking, graphic ideation, a global approach to multicultural, non-sexist education, and the in-depth study of inclusive music history. Using a common lesson planning (strategy) format, cooperatively developed between university music education faculty and classroom music teachers, building a  curriculum focused on: 1. Graphic Ideation ( the generation of visual ideas), 2. Relational and Contextual Thinking Skills, and 3. Pluralistic and Global Approaches to music instruction. Understanding of graphic ideation  of  the ability to identify and develop inspirational creative ideas, gained from  the disciplines of psychology and music history, comprises a group of identifiable, teachable, and accountable thinking skills. This is a disciplined focus within all basic Music content areas. The basic Music Curriculum must stress this complex of relational and contextual thinking within which music is produced and understood.  The complexity of how music relates to its human, cultural, and historic contexts also has a need for explicit instruction and emphasis.

 

The Music Curriculum must be about teaching that makes a difference in students’ lives and continues to serve the teachers who make the difference.  Initial training in Music philosophy, content, and classroom practice is available through a graduate level music education course conducted over the Web. In addition, an original multimedia CD-ROM is provided to pmusicicipants for more interactive learning opportunities (Wright:2002).  Additional professional development activities and resources are continually available to all teachers/researchers: a lending library of videotaped lectures and workshops; professional literature related to concepts and thinking skills; and free on-line short courses on themes such as interdisciplinary learning through visual music, brain-compatible visual education, and multi-cultural music education.  The teacher education has proven to be an extremely effective method of introducing new educators to the teaching profession and a lifetime network of colleagues.

 

References

Wright, Susan. (2002). The Music, Young Children, and Learning. Allyn and Bacon.

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