Literature Review E

Yvette Rodriguez
National University

In fulfillment of the requirements for

TED 690 – Capstone Course
Prof. Carole Shepherd
 Abstract

Domain E literature review requires the candidate to research a piece that dives into the

maintenance of instructional time while creating a safe social, learning environment for the

students to be in. The article reviewed provides various techniques to instill meaningful listening

in regard to music. When students are exposed to various types of music, teachers can be

surprised at the student’s interest and engagement. This skill can then be transferred to other

subject areas when there is a direct focus of what the student is looking for in the content. And

one could be surprised as to what they might find on their own!

Literature Review: Meaningful listening for middle and high school students.
Author: Elizabeth McAnally
Journal: Teaching Music

When it comes to teaching, there is an enormous need for students to listen properly.

Within any subject, learning how to listen is a skill that has to be constantly practiced. Within

Elizabeth McAnally’s article, Meaningful listening for middle and high school students,

describes that within music education, learning to listen is the most important. She was afraid

that listening to different types of music was going to be challenging for students, but to her

surprise, students were quiet interested and intrigued, but they first need to learn how to listen

rather than just focus on the music.

Her first objective that she had to put in place is carefully look at the lessons that require

listening skills and how to direct them. They need to reinforce concepts that connect with the

content, not just for amusement. “Just as literacy teach vocabulary in context rather than in

isolation, music concepts and vocabulary must be placed in musical context for students to

construct meaning from them.” (2007) Listening concepts cannot just be thrown into a lesson,

they need to be methodically placed for the students to get the most out of it.

She also explains that there must be a connection for students to grasp on. Teachers

assume that students would be willing to listen to anything, but some pieces will have positive

effects more so than other songs. Keeping in mind that short pieces are what students are used to;

a song is typically no longer than three minutes. Anything after that point, students would

become anxious and bored which might take away from classroom time.

Another thing to consider is to pick pieces that the listener might appeal to. If students

can read the lyrics, it gives them an opportunity to connect with the music. “Words open another

dimension to musical communication.” (2007) It is important to have discussions with students

about the pieces and find aspects of music literacy within the piece for the student to continue

connecting with. This might be through the history of the composer, a story of how the song

came about, talk about the time period for which it was created out of.

“Once the student feels a connection with the composer, prepare them for what they will

hear.” (2007) This can now assist with the listening aspect of the lesson. One can create a

listening map to focus on. Another is prompt the student to listen to a key element and raise their

hand silently when they hear it. Journal writing afterwards is a great way for students to keep log

of the music and their feelings as well. With this type of recording, an educator can keep track of

who is mindfully listening and who is staring off into space.

This type of activity can be used in all subject matters. When students are reading aloud,

other students can raise their hand or write in a journal to reflect on what they heard. Having

music played in one’s classroom relating to the subject matter can ensure not only the practice of

listening, but it gives the student a moment to be in their element. “Middle and High school

students have clear musical preferences, and a teacher who shows respect for this gains a great

deal of credibility. Praise students for listening with an open mind and being able to try

something unfamiliar.” (2007) After that point, students are more engaged in the content and

more willing to listen to what the teacher has in store for them.
 Reference
McAnally, E. A. (2007). Meaningful listening for middle and high school students. Teaching
Music, 15(1), 23-26. Retrieved from https://nuls.idm.oclc.org/login?url=https://search-
proquest-com.nuls.idm.oclc.org/docview/227134933?accountid=25320