Harmonizing Research, Practice

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Harmonizing Research, Practice, and Policy in Early Childhood Music: A Chorus of International Voices (Part 2) Lori A. Custodero & Lily Chen-Hafteck
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Music and Music Education program at Teachers College, Columbia University

Music Department, Kean University, New Jersey Version of record first published: 07 Aug 2010.

To cite this article: Lori A. Custodero & Lily Chen-Hafteck (2008): Harmonizing Research, Practice, and Policy in Early Childhood Music: A Chorus of International Voices (Part 2), Arts Education Policy Review, 109:3, 3-8 To link to this article: http://dx.doi.org/10.3200/AEPR.109.3.3-8

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Copyright © 2008 Heldref Publications

Harmonizing Research, Practice, and Policy in Early Childhood Music: A Chorus of International Voices (Part 2) LORI A. CUSTODERO and LILY CHEN-HAFTECK

Editor’s note. Lori A. Custodero and Lily Chen-Hafteck served as guest editors for both Part 1 and Part 2 of the special issue International Policies on Early Childhood Music Education: Local and Global Issues Revealed. n the November/December 2007 issue of Arts Education Policy Review, readers were introduced to early childhood music policies in Brazil, England, Kenya, Puerto Rico, South Africa, and the United States. In this collection, a second ensemble of experts from Australia, China, Denmark, Korea, Israel, and Taiwan joins them. Like the previous issue, these authors presented papers or workshops at an International Society for Music Education, Early Childhood Music Education Seminar in Taipei in 2006 and wrote new articles for inclusion here. They responded to the same charge as the previous authors to answer the following questions: • What policies currently exist in your country for early childhood music education? • To what extent do these policies meet the needs of children in your country? • How are teachers prepared to teach early childhood music in your country?

• In what ways do local and global cultures figure into the policies and practices of early childhood music in your country? Additionally, we offered the following questions, to be addressed at the author’s discretion: • Do different musical cultures require different instructional approaches? And, conversely, are certain music instructional approaches culture specific? How does this impact policy and practice of early childhood music in your country? • What are the potential risks and rewards of mandating multicultural musical experiences for young children? Finally, we asked authors to address any issues specific to their regions and to make concrete suggestions regarding policy for their countries. Salient themes emerged addressing what was taught and who was responsible for that content. In many ways these two conditions are inseparable, interrelated through the social nature of musical experiences. In these accounts, we also see ways in which content and delivery shape reception and how that process, in turn, defines and is defined by culture. Examining these geographical contexts raises questions about atti-

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tudes, practices, and policies concerning early childhood music...
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