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ERIC Number: EJ1016463
Record Type: Journal
Publication Date: 2013-Dec
Pages: 20
Abstractor: ERIC
ISSN: ISSN-1545-4517
Repositioning "The Elements": How Students Talk about Music
Stewart Rose, Leslie; Countryman, June
Action, Criticism, and Theory for Music Education, v12 n3 p45-64 Dec 2013
Several years ago, the author's relocated their work as educators from middle and high school music classrooms to positions in teacher education at two Canadian universities. Recognizing that working in initial teacher education demanded a new level of theorizing their practices of music education, they questioned their professional knowledge, developed courses, and found solace and inspiration in collaboration as they considered the literature demanding a paradigm shift in music education. The author's pondered the gap between the ideas expressed in this literature and the classroom realities that many of their teacher candidates were experiencing. Along with other trends, they noticed that many of their teacher candidates were being asked by their associate teachers to teach a lesson or two on the "elements of music". In this article, the author's draw on their experiences as both K-12 music teachers and teacher educators to: (1) share their thinking about the continuing curricular ubiquity of the "elements of music"; (2) highlight how "the elements" work as a framework of dominance, denying diversity, access, and individual agency; (3) articulate barriers to change toward an enactment of an alternative pedagogy; and (4) identify ways their adolescent students responded to and communicated about music and suggest implications and alternatives for pedagogy related to music listening.
MayDay Group. Brandon University School of Music, 270 18th Street, Brandon, Manitoba R7A 6A9, Canada. Tel: 204-571-8990; Fax: 204-727-7318; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Middle Schools; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A