This case study focuses on generalist primary (elementary) school teachers teaching music in an Australian school. With the onus for teaching music moving away from the specialist music teacher to the generalist classroom teacher, this case study adds to a growing body of literature focusing on generalist primary school teachers and music teaching. Previous literature largely focuses on these teachers self-reporting regarding their teaching of music. This case study aimed to identify what factors facilitate the teaching of music and the kinds of music teaching occurring in the school through interviews and observations of generalist teachers teaching music. Singing was core to the teaching of music by the generalist teachers, who valued a sequential and developmental approach to music teaching. The role of the school principal was key in supporting this music teaching, both financially and personally, as was music professional development attended by the teachers. Working as members of a community of practice, these teachers were able to articulate a shared vision of music education in their school.
One of the central concepts in Vygotsky's theory of child development is the Zone of Proximal Development. This article identifies how Jack moves through the Zone of Proximal Development in two areas of his musical development, vocal improvisation and song acquisition, from the ages of 24 to 36 months, with scaffolding provided by me, his father. The article outlines specific scaffolding procedures that can be used by parents and early childhood educators to enhance music development in these areas.
This case study examines parent-carer perceptions of music in storytelling sessions provided in a public library to children under the age of 5, including what music activities and ideas parent-carers implemented in the home as a result of the sessions. Data were collected from parentcarer focus groups, along with interviews with the storyteller and observations by the researcher. Following a description of the storytelling sessions four themes that emerged from the focus group data are discussed: (1) music in storytelling sessions enhanced social interaction for children; (2) music focuses the children in storytelling sessions; (3) music is embedded in storytelling; and (4) sessions provided new ideas for music in the home and beyond.Keywords Music Á Storytelling Á Literacy Á Library programs Á Preschool Á ParentsHaving the songs and the [musical] instruments with the stories just makes it so much more engaging for the children. Sure they love the stories, but it's the songs that they take home and sing over and over. And afterwards [after the storytelling session] they're just so happy. This quote comes from Celia, mother of 3-year-old Jake, minutes after she and her son were involved in a storytelling session at their local public library. Celia was one of eight parent-carers who were part of focus group discussions with the researcher following attendance at storytelling sessions over a seven-week period. The aim of the research presented in this article was to determine how parent-carers viewed the use of music in storytelling sessions, and what music activities parent-carers reported that they took from storytelling sessions and implemented at home. Findings from the study are presented, followed by implications for parents and early childhood educators about the inclusion of music in storytelling activities.
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