Hostname: page-component-54dcc4c588-dbm8p Total loading time: 0 Render date: 2025-10-04T08:14:25.580Z Has data issue: false hasContentIssue false
  • English
  • Français

‘My Favorite Song’: understanding a music learning ecology of children from interaction among media, family and school contexts

Published online by Cambridge University Press:  17 May 2019

Almudena Ocaña-Fernández  and
Mª Luisa Reyes-López
Almudena Ocaña-Fernández*
Affiliation:
Facultad de Ciencias de la Educación, Campus Universitario “La Cartuja”, s/n 18071 Granada, Spain
Mª Luisa Reyes-López*
Affiliation:
Facultad de Ciencias de la Educación, Campus Universitario “La Cartuja”, s/n 18071 Granada, Spain
*
*Corresponding author. Email: aocafer@ugr.es
*Corresponding author. Email: aocafer@ugr.es
Get access Rights & Permissions [Opens in a new window]

Abstract

In the present case study, we used observation and interviews to investigate the musical experience of a group of children of 3–4 years old. We look into the uniqueness of music in the child’s environment which belongs to the media, family and school contexts. The present study allows us to understand some implications of musical experiences for building social identity and the need to link formal music learning processes with those taking place in non-formal and informal spaces. Through this paper, we provide a vicarious experience that will enable the reader to understand our findings and raise new questions and interpretations.

Information

Type
Articles
Information
British Journal of Music Education , Volume 36 , Issue 2 , July 2019 , pp. 113 - 123
Copyright
© Cambridge University Press 2019 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

BARRETT, M. S. (2009) Sounding lives in and through music. A narrative inquiry of the ‘everyday’ musical engagement of a young child. Journal of early childhood research, 7(2), 115–134.CrossRefGoogle Scholar
BARRETT, M. S. (2012) Commentary: Music learning and teaching in infancy and early childhood. In McPherson, G. E. & Welch, G. (eds.), The Oxford Handbook of Music Education (Vol. 1, pp. 227–228). New York: Oxford University Press.Google Scholar
BARRON, B. (2004) Learning ecologies for technological fluency in a technology-rich community. Journal of Educational Computing Research, 31, 1–37.CrossRefGoogle Scholar
BASSEY, M. (1999) Case Study Research in Educational Settings. Buckingham, UK: Open University Press.Google Scholar
CUSTODERO, L. A. (2005) Observable indicators of flow experience: A developmental perspective on musical engagement in young children from infancy to school age. Music Education Research, 7(2), 185–209.CrossRefGoogle Scholar
FINNEY, J. (2007) Music education as identity project in a world of electronic desires. In Finney, J. & Burnard, P. (eds.), Music Education with Digital Technology. London: Continuum International Publishing Group.Google Scholar
FOLKESTAD, G. (2006) Formal and informal learning situations or practices vs. formal and informal ways of learning. Bristish Journal of Music Education, 23(2), 135–145.CrossRefGoogle Scholar
FRITH, S. (2001) Hacia una estética de la música popular. En Cruces, F. (Coord.). Las culturas musicales: lecturas de etnomusicología (pp. 413–436). Madrid: Trotta.Google Scholar
GEORGII-HEMMING, E. & WESTWALL, M. (2010) Music education—a personal matter? Examining the current discourses of music education in Sweden. British Journal of Music Education, 27(1), 21–33.CrossRefGoogle Scholar
GIDDENS, A. (1991) Modernity and Self-identity: Self and Society in Late Modern Age. Cambridge: Polity Press.Google Scholar
GOMM, R., HAMMERSLEY, M. & FOSTER, P. (2002) Case study and generalization. In Gomm, R., Hammersley, M., & Foster, P. (eds.), Case Study Method: Key Issues, Key Texts (pp. 98–116). London: Sage.Google Scholar
GORDON, E. E. (1997) Learning Sequences in Music: Skill, Content, and Patterns. Chicago: GIA.Google Scholar
GREEN, L. (2001) How Popular Musicians Learn. Aldershot: Ashgate.Google Scholar
GREEN, L. (2008) Music, Informal Learning and the School: A New Classroom Pedagogy. Aldershot, Hampshire, UK: Ashgate.Google Scholar
GREEN, L. (2011) Counterpoints: Music and Education. Learning, Teaching and Musical Identity: Voices across Cultures. Bloomington, US: Indiana University Press.Google Scholar
HALLAM, S. & LAMONT, A. (2004) Learners: Their characteristics and development. Psychology of Music, 32(3), 243–252.Google Scholar
HARGREAVES, D. J., MCDONALD, R. & MIELL, D. (2012) Musical identities mediate musical development. In McPherson, G. E. & Welch, G. (eds.), The Oxford Handbook of Music Education. (Vol. 1, pp. 125–142). New York: Oxford University Press.Google Scholar
HARGREAVES, D. J., MIELL, D. & MCDONALD, R. (2002) What are musical identities, and why are they important? In McDonald, R., Hargreaves, D. J., &Miell, D. (eds.), Musical Identities (pp. 1–20). New York: Oxford University Press.Google Scholar
ILARI, B. (2016) Music in the early years: Pathways into the social world. Research Studies in Music Education, 38(1), 23–29.CrossRefGoogle Scholar
ILARI, B. & HABIBI, A. (2015) Favorite songs, melodic elements, and a familiar tune: Performance of children from Brazil and the United States on components of the ATBSS. Music Scientiae, 19(3), 265–281.CrossRefGoogle Scholar
ILARI, B., MOURA, A. & BOURSCHEIDT, L. A. (2011) Between interactions and commodities: musical parenting of infants and toddlers in Brazil. Music Education Research, 13, 51–67.CrossRefGoogle Scholar
LAMONT, A., HARGREAVES, D. J., MARSHALL, N. A. & TARRANT, M. (2003) Young people music in and out of school. British Journal of Music Education, 20, 229–241.CrossRefGoogle Scholar
OCAÑA, A. & REYES, M. L. (2010) The sonic imagination of children in Andalusia: a musical analysis of the TV program ‘The Band’. Comunicar, 35, 193–200.CrossRefGoogle Scholar
OCAÑA, A. & REYES, M. L. (2017) Aprendizaje rizomático en investigación cualitativa: de la comprensión a la transformación y transferencia del conocimiento en Educación. In Actas del 6º Congreso de Investigación Cualitativa en Educación (pp. 703–708), Salamanca.Google Scholar
PORTA, A. (2007) Músicas públicas, escuchas privadas. Hacia una lectura de la música popular contemporánea. Barcelona and Valencia: UAB, UV and UJI.Google Scholar
PORTA, A. & FERRÁNDEZ, R. (2009) Elaboración de un instrumento para conocer las características de la banda sonora de la programación infantil de television. RELIEVE, 15(2), 1–18.Google Scholar
REYES, M. L. (2014) Educación musical y diversidad cultural. In AróStegui, J. L. (ed.). La música en Educación Primaria. Manual de formación del profesorado (pp. 301–320). Madrid: Dairea.Google Scholar
ROGOFF, B. (2003) The Cultural Nature of Human Development. Nueva York: Oxford University Press.Google Scholar
SIMONS, H. (2009) Case Study Research in Practice. London: Sage Publications.CrossRefGoogle Scholar
STAKE, R. E. (1995) The Art of Case Study. Thousand Oaks, California: Sage Publications.Google Scholar
STAUFFER, S. L. (2009) Placing curriculum in music. In Regelsky, Thomas A. y Terry Gates, J. (eds.), Music Education for Changing Times (pp. 175–186) Dordrecht: Springer Publications.CrossRefGoogle Scholar
TREVARTHEN, C. & MALLOCH, P. (2012) Musicality and musical culture: sharing narratives of sound from early childhood. In McPherson, G. E. & Welch, G. (eds.), The Oxford Handbook of Music Education (Vol. 1, pp. 248–260). New York: Oxford University Press.Google Scholar
WALLERSTED, C. & LINDGREN, M. (2016) Crossing the boundary from music outside to inside of school: Contemporary pedagogical challenges. British Journal of Music Education, 33(2), 191–203.CrossRefGoogle Scholar
WELCH, G. (Ed.) (2002) Mapping music education research – International perspectives [Special issue]. Psychology of Music, 32(3), 239–290.CrossRefGoogle Scholar
WELCH, G. (2005a) Singing and vocal development. In McPherson, G. (ed.), The Child as Musician (pp. 311–329). New York, NY: Oxford University Press.Google Scholar
WELCH, G. (2005b) Singing as communication. In Miell, D., McDonald, R., & Hargreaves, D. J. (eds.), Musical Communication (pp. 239–259). New York: Oxford University Press.CrossRefGoogle Scholar
YIN, R. (1994) Case Study Research: Design and Methods. Thousand Oaks, CA: Sage.Google Scholar
YOUNG, S. (2008) Lullaby light shows: Everyday musical experience among under two-year-olds. International Journal of Music Education, 26(1), 33–46CrossRefGoogle Scholar
YOUNG, S. (2012) My place, my music: An international study of musical experiences in the home among seven-year-olds. Min-Ad: Israel Studies in Musicology Online, 10, 1–15.Google Scholar