Facilitating Songwriting with Children
Bibliographic Data
| ID | 23569459 |
|---|---|
| Authors | Suzanne L Burton (0000-0002-4057-7862, Music Education, University of Delaware), Heather Wadler (Music, University of Delaware) |
| Year | 2024 |
| Pages | 560-580 |
| Publication date | 2024-01-23 |
| Open Access | No |
| Type | CHAPTER |
| Venue | Oxford Handbook of Music Composition Pedagogy (SOURCE_BOOK) |
| Publisher | Oxford University Press (PUBLISHER • GB) |
| DOI | 10.1093/oxfordhb/9780197574874.013.27 |
| OpenAlex | W4391275539 |
| ISBN | 9780197574874 |
| Language | EN |
| References cited | 8 |
Children’s natural propensity for songmaking and the development, refinement, and preservation of their songs through songwriting are considered in this chapter. As songmakers, children intuitively and effortlessly experiment with music, generating and connecting musical ideas. Growing older, many will intentionally weave these musical ideas into song. A means for personal expression, children’s songs may range from introspective and reflective to humorous or silly. Preserving their songs reveals opportunities for further refinement. In this chapter, the authors describe a project through which music teachers can encourage and facilitate songmaking and subsequent songwriting with their elementary-aged students. Strategies to engage students in peer collaboration, reflection, self-assessment, and revision are presented. Suggestions for the construction and implementation of a developmentally appropriate songwriting curriculum are provided.
Diverse Music Education Insights · Education and Technology Integration · Neuroscience and Music Perception · Psychology
| Highly cited | No |
|---|