Chords and disagreements at school: Performance and co-existence in an elementary music classroom

Morgade, M (2013). Chords and disagreements at school: Performance and co-existence in an elementary music classroom: Seminario “The Institutional Regulation of Contemporary Childhood and Youth: A Focus On Spain” 15-16 de Febrero. Madrid: UAM.

In this communication I examine the possibilities and
constraints posed by music in Spanish elementary classrooms. The incorporation
of music in the Spanish curriculum is quite recent
and in Spain, traditionally, learning music has been reserved to
conservatories, and thereby to a small number of children. These children came
to music, and especially classical music, primarily through their family
background. In the 1990s with the introduction of music in the curriculum the
objective of bringing this cultural asset to the whole population was
attempted. This work examines what is actually delivered in the objectives of
music classrooms through the voices of those who are in them everyday. Based on
the observation of one music teacher in the classroom over a trimester and,
interviews with 12 music teachers I present those aspects of music that come
into play in elementary classrooms of Madrid (Spain). My work finds that
encouraging participation and collaboration of children in the classroom is one
of the greatest achievements of music lessons. And yet, it is the only place in
the curriculum in which participation and collaboration occurs as a centerpiece
of daily activity the classroom. However, although this is of great importance
in the formation of students, this fact seems to be hidden from the rest of the
institution that on numerous occasions shows how it gives no value to music in
the curriculum, limiting its presence to school festive events.

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