Two studies of musical style sensitivity with children in early years

Marshall, Nigel; Shibazaki, Kagari

doi:10.1080/14613808.2011.577771

Cited by 9 publications

(6 citation statements)

References 13 publications

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“…Additionally, studies on musical stereotyping in young children were not found at the time of writing. Whereas this may be a consequence of methodological difficulties inherent to conducting research with young children (Marshall & Shibazaki, 2011), it should not be confused with the assumption that young children do not make extra-musical associations when engaging with music. On the contrary, what this suggests is the existence of some serious gaps in our knowledge about musicking and social cognition in early childhood.…”

Section: Learning About Others Through Musical Engagementmentioning

confidence: 99%

Music in the early years: Pathways into the social world

Ilari

2016

Research Studies in Music Education

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Two assumptions that underlie much research in early childhood music education are that music is a social endeavor and musical participation is beneficial to children's overall social development. As members of cultural and social groups, young children engage with music in a multitude of ways and with different companions. This article examines young children's musical engagement from a social perspective, integrating research from a wide range of fields and theoretical orientations. The first section brings forward a discussion on the nature of social interactions with an emphasis on three building blocks of social cognition and their relationships to musical experiences of young children. Studies on rhythmic entrainment, social identity in childhood, musical play, and the effects of formal music education on children's social development are discussed in the next sections, along with some of the caveats of current theorizing. Implications for future research and practice in music education are woven throughout the text.

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Section: Learning About Others Through Musical Engagementmentioning

confidence: 99%

Music in the early years: Pathways into the social world

Ilari

2016

Research Studies in Music Education

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“…Threadgold (1996) is optimistic that the processes of deconstructing and making explicit the practices of a discipline can work to influence and empower the disenfranchised, and Peters’ (2016) student-faculty research at the University of Wisconsin is just such an example. Peter’s faculty and students deconstructed and made explicit gendered instrument selection (see also Marshall & Shibazaki, 2011), jazz participation (see also North, Colley & Hargreaves, 2003), the role of female founders, and gender imbalance within school and university curricula. Peter’s faculty and students recognised the ‘power of unifying energy’ (p. 28) to create change.…”

Section: Resultsmentioning

confidence: 99%

Creating a career as a woman composer: Implications for music in higher education

Bennett¹,

Macarthur²,

Hope³

et al. 2018

Brit. J. Music. Ed.

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Recent decades have seen gender and feminist research emerge as major fields of enquiry in musicology and to a far lesser extent, music education. While these fields have increased awareness of the issues confronting women and other marginalised groups, the pedagogical practices and curricular design that might support aspiring women composers are in urgent need of attention. This article reports from an international survey of women composers (n=225), who in western art music continue to experience a masculine bias that has its roots in the past. The findings in the survey were focused on income, work and learning, relationships and networks, and gender. Numerous composers surveyed noted the under-representation of music composed by women in their higher education curricula. They also described their unpreparedness for a career in music. The article explores the issue of gender in music composition and makes practical recommendations for a more gender balanced music curriculum in higher education.

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“…If a student is presented with an unfamiliar situation, such as choosing to play an instrument for the first time, they may rely on socially prescribed group stereotypes about instruments to make their selection. Students as young as 3 years have been found to accentuate certain genres with person-types (Marshall & Shibazaki, 2011), suggesting that music-stereotype associations begin to form at a young age. An important aspect of social role theory framework with regards to the present study is that presenting individuals with future projected roles should affect prescriptions of previous group stereotypes (Koenig & Eagly, 2014).…”

Section: Prescriptionmentioning

confidence: 99%

Effects of stereotype content priming on fourth and fifth grade students’ gender-instrument associations and future role choice

Cooper

Burns

2019

Psychology of Music

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The purpose of this study was to collect consensual stereotypes about traditional and popular music instruments and roles and to measure the effects of stereotype content priming on gender-role associations with fourth and fifth grade students. In the first experiment with traditional band and orchestra instruments, fifth grade students (N = 126) perceived every instrument to have a gender and chose instruments that aligned with their sex. Affecting stereotype content by priming students with pictures of both boys and girls playing each instrument had a small effect on gender-instrument associations. In a second experiment with popular music instruments and roles, fourth and fifth grade students (N = 376) perceived every instrument and role to be prescribed for a particular gender and chose instruments and roles that aligned with their sex. Affecting stereotype content by priming students with pictures of only girls in each role or only boys in each role had large significant effects. In the condition with only pictures of girls, boys appeared to experience stereotype threat while girls appeared to experience stereotype lift. Conclusions are drawn from social role theory as to how classroom stereotype content influences future role choice. Implications are made for thoughtful classroom interventions.

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Two studies of musical style sensitivity with children in early years

Cited by 9 publications

References 13 publications

Music in the early years: Pathways into the social world

Music in the early years: Pathways into the social world

Creating a career as a woman composer: Implications for music in higher education

Effects of stereotype content priming on fourth and fifth grade students’ gender-instrument associations and future role choice

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