Elementary Music Education
Building Cultures and Practices
In his praxial philosophy of music education, David Elliott argues that music education must embody the essence of music as a worldwide array of social-artistic practices, as something that people everywhere “do” musically (as listeners and makers). This is especially the case in the education of children. Young children do not separate thinking, listening, doing, playing, and learning. Many approaches to childhood education stress the active participation of children in music making prior to learning theoretical concepts about music (Elliott's “formal knowledge”). This chapter examines the varied and dynamic world of elementary music education in relation to selected principles in Elliott's 1995 book Music Matters: A New Philosophy of Music Education. It discusses Elliott's praxialism and its compatibility with many traditional approaches to elementary music education, teaching children about musicianship, composition, arrangement, and improvisation in music, use of technology in music education, conducting, movement, music listening, and myths about the education of children.
Oxford Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.
If you think you should have access to this title, please contact your librarian.