Professional Documents
Culture Documents
The author of this chapter explores the knowledge and theories applicable to
childrens musical enculturation and socialization in families.
According to Brofenbrenner childrens development including their musical concepts,
happens inside an ecological environment that he illustrates as a set of nested
structures, each inside the other like a set of Russian dolls (1979, p.3).
Anthropologist Appadurai acknowledged the existence of the impact of globalisation
on social alterations due to growth of communications and transportation. He has
formulated a scheme of five -scapes that modify people everywhere, such as:
people that surround us, technologies that distribute worldwide information, trade
across cultures, political ideologies etc.
Author presents two projects conducted by Lew (2006) and Lum (2007) that
according to Campbell present the verification of the applicability of the above
mentioned social theories to childrens musical development.
Children learn about first cultural patterns within their families (McAdoo, 1993) and
they are recipients of family values and preferences that shape their decisions
(Freeman 2000).
The author states that the music of the family is connected to the wider cultural
community and that diversity of the familys demographic characteristics may be
relevant to childrens experience in culture and arts including music.
Even more pertinent to childrens musical development might be socio-economic and
employment factors of parents, effect of religious beliefs and existence of
grandparents within the family circle (Campbell).
Campbell states that even more advanced reflection may be placed upon the
traditional and changing behaviours of families that cohere to heritage. Ultimately
child upbringing practices naturally influence childrens home experiences in music.
The acquisition of culture begins with birth, and is a process that is automatic,
learned but not taught (Hall, 1992, p. 225). According to Hall in such a way received
information is so basic and so fundamental. Behaviours are linked to subconscious
and communal values and not always conscious and individual (Hall, 1992).
Campbell states that although childrens musical development is built up through
formal music education at school still the musical enculturation and socialization of
children takes place prior to and in lieu of schooling in natural and spontaneous