What are the advantages and disadvantages of a musical education ...

Recommendations

Info

neighbours. Languages were duly reinstated and primary schools are now legally obliged to provide a minimum of one hour a week of foreign language tuition. It will take a lot more than that to turn the British population into a country of linguists. However, music education is not intended to produce a nation of musicians, but to provide an outlet for creativity and expression, especially for those children who may be musically-starved at home. The fate of music will not be announced until the spring of 2013. The talks of abandoning music from the National Curriculum have caused much upset and there are now campaigns starting to ensure that music remains a compulsory subject in schools. ‘It is absolutely vital that we campaign hard between now and the end of April to ensure that Music remains a compulsory National Curriculum subject’ (Savage, 2011). An article by E. C. Wragg on primary teachers and the National Curriculum discusses some of the worries primary teachers are having with teaching to the standards expected by the curriculum. ‘In general teachers were not opposed to the national curriculum, but there were numerous references to the short timescale, their fears about shortage of resources, the personal strain that many felt, especially heads, and anxiety about assessment’ (1989). This lack of confidence shown by primary school teachers could possibly be drawn from the fact that primary schools aren’t using music effectively in the class room situation. Perhaps the debate shouldn’t be whether or not to have music as part of the National Curriculum, but how music can be used more effectively to benefit pupils in primary schools. ‘The commercial music world offers, at the touch of a switch, a dazzling array of polished performers and recordings by professional composers, song-writers and musicians. Amateur music, in orchestras, bands and choirs, also demands a high level of performance’ (Glover, 2004, P.1). With this perception of music it is easy to understand how teachers may find it hard to see how music could really have an effective impact in a primary school classroom situation. However Joanna Glover writes: ‘Music should take its place in the picture alongside the more formal aspects of musical composition and performance. The curriculum must allow for the breadth of the role that music plays within ‘ordinary’ life for everyone’ (Glover, 2004, P.1). Becoming aware that music is a part of everyone’s everyday life (and not just for talented musicians) could help to build confidence in teaching music to children. It could also inspire new and less formal ways of teaching that are no less effective than the more old fashioned and traditional ways that have been used in the past. It is important to remember that at primary school age all children develop at different stages. Some children may learn to write their names faster than others and some may be able to draw well, while others may struggle with those same skills. If a group of primary school children were asked to draw a picture of an object, the drawings would all look very different. They would be different shapes, sizes, and colours. Some would be neat and others messy- just because they were different it wouldn’t make one child right and another wrong. The same principle applies with music; all children will interpret music in different ways and it is important to allow young children to express themselves and learn through experimentation. ‘All music has its roots in the activities of ordinary daily human living’ (Glover, 2004, P.2). Music can be used in other Music Education in Regard to Children CM6002 Emily McGregor 163930 10
subjects taught in primary schools. Singing can be an effective way of learning times tables and it can also be used as part of a story or relaxation time. During creative subjects such as art, music could be played to help contribute to a creative environment. ‘Within the school setting music has an almost unique capacity for integrating aspects of different disciplines, since by its nature it has things in common with every other subject area’ (Glover, 2004, P.9). Music can play a part in almost every other subject in the curriculum as it can contribute to elements in subjects such as Mathematics, Science, Language and Literacy, and Physical Education. Some children find it easy to understand subjects such as Mathematics and Literacy while others find it difficult and challenging to take in information in a standard classroom situation. Perhaps if music could be integrated into subjects such as Mathematics those children who do struggle in a formal classroom situation might find it easier to learn and take in new information. Music is for everyone and just because a person isn’t accomplished at playing an instrument or singing it doesn’t mean that he or she isn’t a musical person. ‘Some people just don’t feel musical at all, or would hesitate in describing themselves as such, perhaps because they have no expertise on an instrument or because they have been told they can’t sing. Yet being musical is quite simply one aspect of being human.’ (Glover, 2004, P.1) At primary school it is the normal custom for one teacher to teach all the required subjects to their class. It is that teacher’s responsibility to cover all of the subjects in the National Curriculum. Some primary school teachers have made it known that they have worries and are less confident when teaching subjects such a music when they feel they are not musically talented themselves. ‘Too often music teaching has assumed that music belongs to ‘musicians’ that only some are musical’ (Glover, 2004, P.2). Some teachers have expressed views that music should be taught by a specialist teacher who comes into the school to take the lessons. However there are problems with this solution. Music should be accessible to all pupils and by bringing in a specialist to take the class it gives the impression that perhaps music isn’t for everyone and is only for a talented and select few. People often forget that one of the most important parts of being musical is to listen. From the day a person is born they are surrounded by music. Music is played in hospitals, we listen to music when we eat, it is used in films and theatre, played on airplanes, buses, and radio. In everyday human life people are constantly learning to listen. In his book ‘How Musical is Man?’ John Blacking discusses how society has become caught up in believing that only some are musical, when in fact the very art of music wouldn’t exist without the ability to listen: “My” society claims that only a limited number of people are musical, and yet it behaves as if all people possessed the basic capacity without which no musical tradition can exist-the capacity to listen and distinguish patterns of sound’ (1973, P.8). Music Education in Regard to Children CM6002 Emily McGregor 163930 11
Page 1 and 2: What are the advantages and disadva
Page 3 and 4: What are the advantages and disadva
Page 5 and 6: ‘Good baby music is created with
Page 7 and 8: How music can benefit children with
Page 9: ‘Music is used to develop the use
Page 13 and 14: that music can be used effectively
Page 15 and 16: The main aims of the Orff Approach
Page 17 and 18: The Suzuki method is an idea that i
Page 19 and 20: ‘Let your child listen to whateve
Page 21 and 22: meaning, it implies that today’s
Page 23 and 24: Summary and Conclusion It is eviden
Page 25 and 26: Doolan, K. Rhythm Time, [Interview]
Page 27 and 28: National Curriculum, (2011), The na

What are the advantages and disadvantages of a musical education ...

Create successful ePaper yourself

Delete template?

Save as template?