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A Cultural Psychology of Music Education$
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Margaret S. Barrett

Print publication date: 2010

Print ISBN-13: 9780199214389

Published to Oxford Scholarship Online: January 2011

DOI: 10.1093/acprof:oso/9780199214389.001.0001

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A century of music listening in schools: toward practices resonating with cultural psychology?

A century of music listening in schools: toward practices resonating with cultural psychology?

Chapter:
(p.143) Chapter 7 A century of music listening in schools: toward practices resonating with cultural psychology?
Source:
A Cultural Psychology of Music Education
Author(s):

Magne Espeland

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199214389.003.0007

This chapter examines the practice most often called ‘music listening’ in Western school music education. The first part of the chapter focuses on early developments of music listening practices in modern schooling and serves as a historical backdrop for the last part of the chapter, which reflects on past and present practices of music listening in schools from the perspective of ‘cultural psychology’. The field of cultural psychology is by no means clear-cut in terms of tenets, theories, and connections to other fields of psychology. Jerome Bruner (1996), however, identifies nine different tenets — drawn from different theories — as a sort of common denominator guiding a psychocultural approach to education. These are the perspectival tenet, constraints tenet, constructivism tenet, interactional tenet, externalization tenet, instrumentalism tenet, institutional tenet, tenet for identity and self-esteem, and narrative tenet. The chapter draws on these tenets in order to frame the history of music listening practices in music education and outline a potential application of the tenets to future music education work.

Keywords:   cultural psychology, music education, tenets, music listening

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