Bengt Olsson

The art of teaching children the arts: music, dance and poetry with children aged 2–8 years old

In this article, the theoretical framework of developmental pedagogy is presented as a tool in studying and developing children’s knowing within the arts. The domains of art focused on are music, poetry and dance/aesthetic movement. Through empirical examples from a large‐scale research project, we illustrate the tools of developmental pedagogy and show how this perspective contributes to our understanding of children’s learning of music, dance and poetry. More specifically, we will analyse: (a) the important role of the teacher in children’s learning within the arts; (b) the importance of conversing when learning the arts; (c) what constitutes the knowledge, what we refer to as ‘learning objects’, to be appropriated within the three domains of art focused on; and (d) how to conceive of progression in children’s knowing within the arts.

Social Issues in Music Education

Music educators have for ages borrowed theories from philosophy, psychology, aesthetics, and social psychology in developing principles for musical instructions. This chapter is about social issues in music education. Here the concept of “social” will be reviewed in relation to selected sociological studies of research on music education. Social issues of learning, contexts, identity, and gender issues are emphasized.

Book Review: Our Research in Music Education.

beset this publication and which perhaps have their genesis in the aim of the series. While Part B provides a wealth of stimulating practical ideas for generating and developing school-based activities in music, Part A is much less successful in establishing a theoretical background for these activities, due partly to the brevity of its constituent chapters. In the initial chapter, three scenarios are used to explore the seeming dichotomy between the musical lives of children (and teachers) inside and outside the classroom. The second chapter, Music and its effects, seeks to explain this dichotomy through defining music and its meaning to people in a variety of contexts and cultures. The aesthetic, psychological and physical responses of people to music are discussed in relation to social influences.

Book Review: Sounds & Society. Themes in the sociology of music.:

In art, philosophy and science the current age has been described as postmodern. However, the very term ’postmodern’ is controversial and ambiguous. One general meaning is ’connection to the postmodern age’, with its complexity and heterogeneity. Another meaning refers to the critique of the modernist search for foundational forms and belief in a linear progress through more knowledge. The emphasis on an objective reality distinct from subjective images is replaced by the interaction of local networks and the social construction of

A credo of music pedagogy

More people are currently experiencing and performing music than at any previous time. New technology has made it possible to both create and distribute music all over the world. However, although it is of huge importance, the role of music education is often neglected. What then is the essence of music education? Traditionally people speak of ‘intention to teach’ and ‘intention to learn’ as two basic premises for education, but music education is much more. Music education may reflect the cultural life of a geographical community, re-created community, or imagined community. What are the unique aspects of music education? First, music education leads to a spirit of community; second, people’s abilities to distinguish between different kinds of music are developed; and, third, there is a focus on how to perform all kinds of music. Thus, music education plays a significant role in human development.

Book reviews : Peter, J. Martin, Sounds & Society. Themes in the sociology of music. Manchester and New York: Manchester University Press. 1995. 298 pages. ISBN 0 7190 3224 5 paperback

In art, philosophy and science the current age has been described as postmodern. However, the very term ’postmodern’ is controversial and ambiguous. One general meaning is ’connection to the postmodern age’, with its complexity and heterogeneity. Another meaning refers to the critique of the modernist search for foundational forms and belief in a linear progress through more knowledge. The emphasis on an objective reality distinct from subjective images is replaced by the interaction of local networks and the social construction of

Book Review: Sounds & Society. Themes in the sociology of music.MartinPeter, J., Sounds & Society. Themes in the sociology of music. Manchester and New York: Manchester University Press. 1995. 298 pages. ISBN 0 7190 3224 5 paperback.

In art, philosophy and science the current age has been described as postmodern. However, the very term ’postmodern’ is controversial and ambiguous. One general meaning is ’connection to the postmodern age’, with its complexity and heterogeneity. Another meaning refers to the critique of the modernist search for foundational forms and belief in a linear progress through more knowledge. The emphasis on an objective reality distinct from subjective images is replaced by the interaction of local networks and the social construction of

Brian A. Roberts, Our Research in Music Education. A Festschrift for Dr. Allen Clingman. St. John's: The Binder's Press, 1993; 214 pp., ISBN 0-9695715-3-4

beset this publication and which perhaps have their genesis in the aim of the series. While Part B provides a wealth of stimulating practical ideas for generating and developing school-based activities in music, Part A is much less successful in establishing a theoretical background for these activities, due partly to the brevity of its constituent chapters. In the initial chapter, three scenarios are used to explore the seeming dichotomy between the musical lives of children (and teachers) inside and outside the classroom. The second chapter, Music and its effects, seeks to explain this dichotomy through defining music and its meaning to people in a variety of contexts and cultures. The aesthetic, psychological and physical responses of people to music are discussed in relation to social influences.

Book Review: Our Research in Music Education.RobertsBrian A., Our Research in Music Education. A Festschrift for Dr. Allen Clingman. St. John's: The Binder's Press, 1993; 214 pp., ISBN 0-9695715-3-4.

beset this publication and which perhaps have their genesis in the aim of the series. While Part B provides a wealth of stimulating practical ideas for generating and developing school-based activities in music, Part A is much less successful in establishing a theoretical background for these activities, due partly to the brevity of its constituent chapters. In the initial chapter, three scenarios are used to explore the seeming dichotomy between the musical lives of children (and teachers) inside and outside the classroom. The second chapter, Music and its effects, seeks to explain this dichotomy through defining music and its meaning to people in a variety of contexts and cultures. The aesthetic, psychological and physical responses of people to music are discussed in relation to social influences.