Could elementary textbooks serve as models of practice to help new teachers and non-specialists attend to reasoning in music?

Abstract

For good reason, many believe that class teachers should make a significant contribution to the music education of young children. In practice, these teachers are often unenthusiastic about the task, feeling that they lack the knowledge and skills to teach music with confidence. Could elementary music textbooks intended for children serve as models of practice for such teachers and help them foster thought about music? This study examines 16 books for use at Key Stage 2 (7–11 years) in primary schools in the UK to see to what extent they might help a novice or non-specialist teacher attend to causal and purposive thinking in composing, performing and listening. In this respect, they were found wanting. Some remedial proposals are made.