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
Rose and Countryman discuss in depth the elements of music and the
curricula, as well as how students talk about music using their own
elements. The elements of music is a fundamental component in music
education. They include pitch, rhythm, harmony, dynamics, timbre,
texture and form; these are tools to analyze when listening to music.
This article relates and connects with John Kratus Music education at a
tipping point. Both authors touches on the differences between school
music and out-of-school music in students lives. Rose and Countryman
express the fact that some students passion for music involves
electronic mixing, band jamming, etc., however these are not part of
school music teachings. It takes away individuality and freedom in
music. This is how the elements have a way of dictating how students
are supposed to experience music. The music education curricula may
seem strict and limiting, but in reality, the main point for the elements is
to uncover the beauty and greatness in the music. Only a small
percentage of students enrolls in high school music, yet music is
omnipresent in almost every adolescents lives.
The second part of this article focuses more on how students use their
own language to describe what they are listening to. Rose and
Countryman stated very well the results when their students listened to
different pieces. Students demonstrate a deep understanding when
listening to a given piece, they relate what they hear to their personal
relationship with music. When describing or analyzing music, physical
and visual metaphors, as well as visual representations are used. Body
language comes out when they tap the beat, or nod their heads to a
certain phrase or cadence. Bringing a group of people to listen to music
and share their musical responses gives a sense of intimacy. These
students used their own student language when listening and
analyzing a piece. Although these words are not part of the elements
curricula, its still a version of the elements.

This article provides very interesting facts; however, it could have been
more concise. The authors have many points and covered them all in
depth, it may be confusing to some readers. However, their points on
how students listen and use their own language are attractive and true.
Music educators must be open-minded to their students response. This
may be difficult for some teachers because its easy to go down a path
where they limit the students answers. This can severely affect a
student if they feel limited to openly express their personal musical
experiences when listening to a given piece; it could affect their selfesteem. For this reason, I believe it makes teaching music that much
harder. Its not only students who learn from their musical educators,
the educators must learn from the student and give freedom (in terms of
listening and giving musical responses).