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[Xmca-l] Re: Non-formal music education for working-class children
Thank you very much Michael!
2013/12/4 Michael Downton <firstname.lastname@example.org>
> Hi Ulvi (and others),
> To add on to Peter's remarks, I can't think of anything that addresses the
> specific question. The Jazz House Kids group is wonderful, along with
> Little Kids Rock (www.*littlekidsrock*.org).
> There is a book by Patricia Sheehan Campbell called "Songs in Their Heads"
> that I believe addresses the impact of music on families. I don't have the
> book in my office right now, but I remember there being something in there.
> As a side note, I'm working with an after-school program called
> In-Addition. They are incorporating more arts/music based projects this
> year. One thing they do is go on 2 camping trips (one at the beginning of
> the semester and one at the end). This past trip, we gave parents a poem
> and had them construct a "song" using only materials they found in the
> woods. They had 45 minutes to come up with something and then perform it
> for everyone (including their children). The end result was astounding!
> These are people that had no formal training in music (for the exception
> of 2 parents). We have yet to go over some of the interviews with did with
> the parents and kids, but the kids noted that they were surprised their
> parents would do something like that. It showed them that it was ok to
> take a risk. The parents remarked how they learned to work together, that
> everyones suggestions were valued, and how they were able to 'come out of
> their shell'.
> While it is not specifically Western Classical music, the theme is
> something we are very interested in investigating more.
> -Michael Downton
> Assistant Professor
> Curriculum and Instruction
> St. John's University
> On Dec 4, 2013, at 6:19 AM, Ulvi İçil <email@example.com> wrote:
> Thank you very much Peter!
> 2013/12/4 Peter Smagorinsky <firstname.lastname@example.org>
> Ulvi, I can't directly answer your inquiry, which I'm happy to see posed
> here. But I can direct you to an incredibly successful organization that
> focuses on jazz rather than classical music.
> http://jazzhousekids.org/home.php is run by singer Melissa Walker and her
> husband, bass player Christian McBride (probably the world's greatest jazz
> bassist at this point) in the Newark, NJ area. I know of it because my
> brother is chair of their board (and McBride's 3rd favorite bass player, I
> might add, after Ray Brown, whose bass McBride plays, and Jaco Pastorius).
> They do collect whatever they can find that justifies the role of music in
> education and beyond, and include lists of benefits and outcomes, although
> I don't know how many of them have empirical support beyond what the people
> in the program find through their work with kids. I've written a couple of
> checks, and a couple of pieces supporting what they do:
> Smagorinsky, P. (2013, January 21). My View: Hear the music - STEM studies
> aren't the only path to a better future. CNN Schools of Thought. Available
> Walker, M., & Smagorinsky, P. (2013, January 1). The power of school music
> programs: Students come for the music and stay for the math. Atlanta
> Journal-Constitution. Available at
> These brief essays are not research, but describe how their programs do a
> great job with a whole lot of kids in providing what I've called a positive
> social updraft in their lives through music.
> Anyhow, hope this helps, and that if anyone's got a few bucks to donate to
> a good cause, they keep this great outfit in mind. p
> -----Original Message-----
> From: email@example.com [mailto:
> firstname.lastname@example.org] On Behalf Of Ulvi Içil
> Sent: Wednesday, December 04, 2013 4:46 AM
> To: eXtended Mind, Culture, Activity
> Subject: [Xmca-l] Non-formal music education for working-class children
> Dear all,
> Does any body know for any experience in which a master or Ph.D. thesis is
> written for an experience in which low income children learn playing music
> instruments for Western classical music and this process, together with
> children's changes also the lives of the parents, functioning as a
> learning process for parents also, in overall changing the interactions
> between children and parents, and children themselves.