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Caleb Warnar
Music 1800
Professor Kari K Veblen
Due: September 20, 2015

Rose, L. S., & Countryman, J. (2013). Repositioning the elements: How students talk about
music. Action, Criticism, and Theory for Music Education 12(3): 4564.
http://act.maydaygroup.org/articles/Rose Countryman12_3.pdf

This article primarily addresses the role of music education in both school and society. In
an effort to reflect on how music is taught in todays society, Rose and Countryman investigate
possible alternatives for pedagogy relating to music education, as well as how young students
react to alternate forms of pedagogy. It was found that by broadening the scope of what is taught
in a music classroom setting, and by introducing elements of music that are familiar and
enjoyable to students, the students become more attentive and eager to learn new musical
concepts and techniques.

I found the question, Who decides which musics are valued? interesting because it
allowed me to realize how much the people in my life have had an affect on me as a musician.
This is because each of my past and current instructors have had a unique view and preference
towards musical styles, textures, and instrumentation. Each of them would determine what songs
I should play and practice, and I feel as though I have become a more well rounded musician as a
result. My high-school teacher is an example of someone who significantly influenced me as a
musician by selecting repertoire that was both technically challenging and enjoyable.

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I was surprised that in Kings (2004) study of Ontario secondary schools, it was found
that 5.7% of students sign up for Grade 12 music. This is despite the fact that most young
teenagers also consider listening to music as their favorite source of entertainment. I think that
due to this alarming statistic, more teachers and instructors should integrate the musical elements
that young teenagers find interesting and engaging into their own formal and classical instruction
times.
It was frustrating for me to learn that the teacher candidates in the article found it difficult
to enact alternative pedagogy. For example, some teachers would select repertoire that is related
to elements of pop culture in an effort for the students to play and the engage the music more
intently. However, one teacher reported that while performing the repertoire at a band festival the
pieces were disapproved of, even to the point that she feared they would be disqualified.
Lastly, I appreciate that the authors of this article made an effort to assess how alternative
pedagogy relating to music education has an affect on young adolescents. For me as a reader, I
am grateful for becoming more aware of the challenges presented in music education, since I am
considering a career as a music teacher/instructor.