Popular music in family contexts: Broadening the definition through a review of literature

Sole, Meryl; Calì, Claudia

doi:10.1386/jpme_00072_1

Cited by 2 publications

(1 citation statement)

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“…Engagement with music also takes place at a very early age and media-rich environments are likely to reinforce this process. Findings from research within family contexts, from listening and dancing to music, rhythmic and vocalised activity, singing and music-making (Barrett, 2009;Young, 2006) to the presence and use of popular music (Sole & Calì, 2022), indicate the cases of familial music curricula. While research has shown that family can influence students' readiness and progress in school (Kokkidou, 2017), the school curriculum and the familial curriculum are much different (Huber et al, 2011).…”

Section: Students Societal Music Curriculummentioning

confidence: 99%

Rethinking the music curriculum theories: Towards an updated comprehensive student-centred approach

Saltari,

Kokkidou

2024

Research on Preschool and Primary Education

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This article reports a theoretical investigation on music curriculum and explores the factors that shape the practice of music education in terms of the official and other music curricula. We drew on relevant literature and explored four key aspects of the design and implementation of music curriculum: policy-making contexts, teaching practices, students’ practices and attitudes, and school contexts. Currently, music education research focuses on student-centredness as an important element in music practice. Embracing students’ various ways of musical engagement as well as their music identities promotes further development of their musical-social skills and enhances their interests. We suggest the development of an updated and comprehensive music curriculum which is student-centred and based on new musical literacies that respond to students’ daily musical needs and address the challenges of today’s social context. Our suggestion is encompassed in five core principles: 1) Getting to know our students, 2) Discussing the teaching-learning goals with our students, 3) Adapting to local conditions, 4) Bottom-up and top-down perspectives: Finding the balance through authentic classroom activities, and 5) Contextualising assessment. The article advocates for the effective use of all types of music curricula so that students become active, responsible and critical thinkers in their personal, social and musical lives.

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