Teaching and Learning Music

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Rose, L.S. & Countryman, J. (2013). Repositioning ‘the elements’: How students talk about music. Action, Criticism, and Theory for Music Education 12(3): 45-64

This article by Leslie Stewart Rose and June Countryman addresses issues surrounding music education. One of these issues is the dichotomy that is created when the traditional elements of music that are taught in schools are made to be the epitome of music. This enforces the idea of Eurocentrism. These traditional elements are commonly heard in Western music, which practices basic melodic and harmonic concepts. However, some Eastern music extends outside the box of ‘the elements’, creating an idea of Eurocentrism when the ‘the elements’ are thought to be the pinnacle of music education.

It was interesting to read about the perspective of music being deeply personal, yet so much of a community experience. The students in the study each built their own relationships with the music they listened to, but after they discussed it with other students, they had built a group sense of how the music sounded and worked. It was also interesting how listening to music affected each student differently and when they discussed it with other students, it created an atmosphere of intimacy with the others. This shows just how important music can be in creating a sense of community.

Even though it was mostly the students’ response to music that was being studied, the opinions of teachers were included. I believe it is a common assumption that music educators and teachers want the students to play and interact with pieces that are required by schools, and that they do not care as much about the interests of the students. However, it was reassuring that some teachers do care about the interests of the students and make an attempt to colour outside the lines. At the same time, the fact that they are afraid to prioritize these interests because they do not want to be looked down on is frustrating because students and their well-being should be the first concern of educators and those involved in the education system. It is also frustrating that schools operate on a caste-system of subjects. This is one in which logical subjects, such as math and science, are regarded as more important than the arts. This hierarchy is harmful to students, especially those who excel in places such as music or visual art, because their strengths are made to be less than those of the students whose strengths lie in math or science.

Altogether, the authors of this study made a valiant effort to understand how students respond to and interact with music. They had students listen to music that they expressed interest in, so that their reactions to the music were real and vulnerable. They also had students explain what happened in the music using their own words and descriptions, instead of the terms that they are taught in school. This led to vivid explanations that clearly demonstrated deep understanding and connection to the music.