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Association: Name: ISME World Conference and Commission Seminars URL: http://www.isme.org/
Citation: URL: http://citation.allacademic.com/meta/p398119_index.html Direct Link: HTML Code:

Thomas, Elizabeth. "Developing Musical Thinking in the Primary School" Paper presented at the annual meeting of the ISME World Conference and Commission Seminars, China Conservatory of Music (CC) and Chinese National Convention Centre (CNCC), Beijing, China, <Not Available>. 2013-06-10 <http://citation.allacademic.com/meta/p398119_index.html>

Thomas, E. "Developing Musical Thinking in the Primary School" Paper presented at the annual meeting of the ISME World Conference and Commission Seminars, China Conservatory of Music (CC) and Chinese National Convention Centre (CNCC), Beijing, China <Not Available>. 2013-06-10 from http://citation.allacademic.com/meta/p398119_index.html

Publication Type: Abstract Abstract: Current trends in educational policy across the Western world have placed increased pressure on primary classroom teachers to help children reach benchmarks in literacy and numeracy, with music and the arts often being reduced to “extras”. However, a number of studies have shown that music education in the early years of schooling, when taught in a developmental program, encourages the development of cognitive processes that assist in the acquisition of literacy and numeracy skills. Within the realm of music education there are also diverse and contradictory opinions on what is, in fact, music education. Children singing along to a CD, dancing to recorded music, making their own instruments, performing folk songs and dances, completing music reading and writing activities are all activities that would be recognised as “music”, although the desired musical and cognitive outcomes of these activities vary dramatically. This paper will explore how vibrant music lessons in the primary school may promote in-depth questioning and thinking about music at an age appropriate level. Within each age level children are lead from the didactic learning activities to more abstract learning that requires them to think independently about music and indeed on other issues outside the music classroom. Children at a very young age can be encouraged to listen and describe sounds, this leading to the aural and visual analysis of music and critical and informed thinking.

Integrated and Creative Music and Language Learning within the Framework of the European Music Portfolio – Piloting of the Project in Greek Primary Schools

Music is More than Just a Song: Developing Music Across the Curriculum for Thinking

Developing Musical Thinking in the Secondary School

Perspectives of 100 Primary and Secondary School Music Teachers to the Beijing Traditional Music Festival