Folk pedagogy? Investigating how and why UK early years and primary teachers use songs with young learners

Journal article

Abstract:: Songs seem popular for achieving educational purposes other than teaching music in early education, despite scant evidence to support this ‘folk pedagogy’. To investigate why teachers use songs, this mixed-methods study explored teachers’ self-reported purposes for using songs in an online questionnaire (n = 103) and semi-structured interviews (n = 7), finding that respondents hold strong beliefs about songs’ effectiveness for teaching content, establishing classroom routines, and supporting pupils’ linguistic and social development. There are considerable differences between how early years and upper primary teachers use songs. All use songs intuitively. Research needs to provide more rigorous evidence to underpin this valued teaching practice.

Files:: Hamilton_and_Murphy_2023_Folk_pedagogy_investigating.pdf

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Language:: English
Keywords:: primary education

music

folk pedagogy

early years

songs

literacy
Pubs id:: 1318667
Local pid:: pubs:1318667
Deposit date:: 2023-01-09

Copyright holder:: Hamilton and Murphy
Rights statement:: © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis GroupThis is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided theoriginal work is properly cited, and is not altered, transformed, or built upon in any way

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