Musical Parenting and Music Education: Integrating Research and Practice

Ilari, Beatriz

doi:10.1177/8755123317717053

Cited by 20 publications

(11 citation statements)

References 32 publications

(61 reference statements)

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“…Specifically, we found that caregivers involved in artistic activities (visual arts, dance, theater, music) during social restrictions and those with higher levels of education seemed to intentionally influence aspects of the musical home environment by encouraging their children to engage in motor activities to music (dancing and moving to the music), singing to/with the child, and exposing their children to a broad range of musical styles. These findings concur with previous evidence suggesting that factors such as caregivers' own engagement with music and educational level can significantly influence musical parenting/caregiving (Custodero and Johnson-Green, 2003 ; Ilari, 2005 , 2017 ; Hartas, 2011 ; Mehr, 2014 ). Interestingly, our results suggested that caregivers currently engaged in various art-related activities (visual arts, dance, theater, music) were more likely to provide a home environment where musical experiences were nurtured during social distancing.…”

Section: Discussionsupporting

confidence: 91%

“…Given the importance of musical activities within family environments and the role of parents/caregivers in early childhood musical experiences, particularly of children under the age of 6 years, we were interested in whether changes in families' dynamics imposed by school closures, social distancing, and mandates of quarantine due to the COVID-19 pandemic affected home music-related behaviors of caregivers and children in Brazil. It is well-established that musical parenting/caregiving of young children is influenced by several factors, including caregivers' previous musical experiences and socioeconomic status, family setting, culture, ethnicity, religion, lifestyle, technologies, among others (Custodero and Johnson-Green, 2003 ; Ilari, 2005 , 2017 ; Hartas, 2011 ; Mehr, 2014 ). Earlier research on musical parenting/caregiving of infants and young children in Brazil revealed significant similarities between musical beliefs and practices of urban middle-class Brazilian caregivers with those of other Western countries (Ilari et al, 2011 ; Ilari and Young, 2016 , p. 104).…”

Section: Introductionmentioning

confidence: 99%

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Exploring Changes in Musical Behaviors of Caregivers and Children in Social Distancing During the COVID-19 Outbreak

et al. 2021

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The coronavirus disease 2019 (COVID-19) pandemic has had profound effects on all aspects of society. Families were among those directly impacted by the first measures imposed by health authorities worldwide to contain the spread of the Sars-CoV-2 virus, where social distancing and mandatory quarantine were the main approaches implemented. Notably, little is yet known about how social distancing during COVID-19 has altered families' daily routines, particularly regarding music-related behaviors. The aim of this study was 2-fold: (i) to explore changes in families' daily routine and caregivers' levels of well-being and stress during the COVID-19 outbreak in Brazil and (ii) to investigate whether musical behaviors of caregivers and the children under their care (aged from 3 to 6 years old) changed during social distancing. One hundred and eighty-eight caregivers residing in Brazil participated in an online cross-sectional study conducted between July and August 2020. Our findings suggest significant changes in families' dynamics during the COVID-19 outbreak, with parents (especially mothers) spending more time on childcare and a substantial decrease in caregiver's well-being. Regarding music-related behaviors, our results revealed considerable changes in caregivers' and children's musical activities at home during social distancing, including an increase in child-only musical behaviors and shared caregiver-child activities. Moreover, sociodemographic factors such as caregiver background and well-being as well as the child's disability status significantly influenced musical engagement at home during social distancing. This study captured some features of the home musical environment of middle-class families in Brazil in the first stages of social distancing restrictions during the pandemic and caregivers' role in providing an environment where musical experiences are nurtured. Further research is needed to better understand aspects such as the long-term impact of the changes of musical behaviors at home on musical parenting and families' well-being.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Exploring Changes in Musical Behaviors of Caregivers and Children in Social Distancing During the COVID-19 Outbreak

et al. 2021

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“…Given that the GEM is a rating scale for use by parents, it necessarily entails some degree of subjective judgment on the part of the respondent, e.g., "My child doesn't understand why other people get upset." It is possible that parent responses are influenced by social desirability bias or other confounding factors (Morsbach and Prinz, 2006;Ilari, 2018). However, the original GEM authors found that ratings of children's empathy converged with independent reports of children's prosocial behavior, suggesting that parent reports reflect children's observed behavior with reasonable accuracy.…”

Section: How Many Days Per Week Do You Actively Practice Lesson Matermentioning

confidence: 99%

Caring For, About, and With: Exploring Musical Meaningfulness Among Suzuki Students and Parents

et al. 2021

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An investigation of the relationships between empathy, music learning, and shared music values may provide new insights into the ways that musical meaningfulness and the symbiotic eudaimonic ideal – “flourishing of oneself and of others” – might be cultivated. We investigated the relationships between parent perceptions of children’s empathy, parent beliefs and values about music, and formal Suzuki training over a period of 6 months, to understand ways in which shared music learning experiences might relate to emotional and musical connections between parents and children. Participants were parents of 48 Suzuki students at a structured Suzuki school in the Midwestern United States. We designed a survey containing an adapted version of the Griffith Empathy Measure for children with additional questions regarding family demographics and values regarding music education. Participants completed the survey at the start of the lesson year, and again 6 months later. Children who persisted in group lessons throughout the study began with significantly higher empathy scores, compared to those children who did not participate in group lessons. Children’s initial empathy scores were significantly positively correlated with parents’ ratings of the importance of music instruction generally, and of Suzuki instruction particularly, to their family. A significant but moderate correlation was found between initial empathy scores and the belief that music would help the child succeed in other areas. This exploratory study highlights potential relationships between family music values, children’s empathy, and participation in group music-making. Our findings are consistent with research demonstrating that child and parent personalities predict the duration of formal music training for children. They also support the philosophy of musical meaningfulness, by suggesting ways in which meaningful connections may be forged simultaneously between people who care for one another, and between people and the activities they care about. Our results point to the importance of providing a variety of music learning activities and structures that reflect the personality, needs, and interests of children and parents. We offer specific recommendations for future research to draw further insights and implications about these relationships.

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“…The latter groups were less likely to enrol their children in organised activities and more likely to emphasise, in Lareau’s (2002: 748) terms, the ‘accomplishment of natural growth’. Ilari’s (2013, 2016, 2018) international fieldwork systematically considers the concept of concerted cultivation in relation to music education. Whilst she identifies significant cultural variation, Ilari nonetheless observes that social class continues to exert an influence in musical childhoods across the world, particularly on the extent of parental involvement.…”

Section: Music Education and The Neo-liberal Parentmentioning

confidence: 99%

“…Whilst she identifies significant cultural variation, Ilari nonetheless observes that social class continues to exert an influence in musical childhoods across the world, particularly on the extent of parental involvement. Ilari (2018: 46) proposes the existence of ‘musical parenting’ as ‘a group of music-related cognitions, values, and behaviours of parents in relationship to their children’ with ‘clear implications for music teaching and learning’. Common dispositions include possessing musical instruments at home, the preparedness to purchase further instruments as necessary and a tendency to take children to hear live concerts.…”

Section: Music Education and The Neo-liberal Parentmentioning

confidence: 99%

Local authority instrumental music tuition as a form of neo-liberal parental investment: Findings from a deviant, idiographic case study

Purves

2019

Power and Education

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Local authority music services have held a central place in the UK's music education landscape since the end of the second world war. Nonetheless, the provision of these services has always been a non-statutory responsibility and local levels of opportunity have varied in response to prevailing economic and political climates, along with broader developments in educational policy. The first half of this paper focuses on the implications of two key policies enacted during the 1990s. Both were linked to perceived changes in the profiles of young people who engaged with music service tuition. The latter half presents an ecological study of practical implications of the second policy-the 'Music Standards Fund'-on primary-aged children's take up of, and persistence with, the tuition in one English local authority. At both area and school levels, the children's engagement cohered with various socioeconomic and contextual factors. This coherence is considered from the perspectives of Connell's 'neo-liberal parent' and related, Bourdieusian-influenced theories. The conclusion offers implications from the implementation of the policy in the contemporary era of 'Music Education Hubs', the successor organisations to local authority music services, and the schools these hubs serve.

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Musical Parenting and Music Education: Integrating Research and Practice

Cited by 20 publications

References 32 publications

Exploring Changes in Musical Behaviors of Caregivers and Children in Social Distancing During the COVID-19 Outbreak

Exploring Changes in Musical Behaviors of Caregivers and Children in Social Distancing During the COVID-19 Outbreak

Caring For, About, and With: Exploring Musical Meaningfulness Among Suzuki Students and Parents

Local authority instrumental music tuition as a form of neo-liberal parental investment: Findings from a deviant, idiographic case study

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