In this ethnographic study, we examined the musicking behaviors of schoolchildren at one American elementary school. The aim was to gain an understanding of the nature and context of rhythmic and melodic expressions made and heard by children, emanating from other children, as well as adults within the school environment. Time, place, and function figured as contextual considerations in the investigation of the sonic surrounds of the school; knowing when, where, and why the music occurred added meaningful dimensions to the description of children's soundscapes. The open-ended sociability of music and its pervasiveness at play and in learning were reminders of music's role in serving human functions, finding its way into private spaces, and webbing within social interactions. Also intriguing were the variety of forms of children's expressions, ranging from rhythmic play and melodic utterances to familiar songs and their parodies, and the way teachers used music for social signaling and facilitating learning. (Contains 6 figures and 2 notes.)