Socio-cultural Influences on Music Learning and Teaching

  • Georgina Barton


For some time research has purported to the fact that society and culture influences music itself. It has been further argued that the ways in which music is learnt and taught can reflect nuanced socio-cultural aspects. This chapter explores how beliefs and values are reflected in the music learning and teaching contexts. Socio-cultural influences can alter the ways in which teachers teach from one context to the other but more profoundly the culture frames a range of behaviours within the learning context, just as they influenced the methods of teaching and modes of communication. Socio-cultural elements are embedded within music learning and teaching across all situations and can change regularly or uphold tradition over time.


  1. Campbell, P. S. (1991). Lessons from the world: A cross-cultural guide to music teaching and learning. New York: Schirmer Books.Google Scholar
  2. Ellis, C. J. (1985). Aboriginal music education for living: Cross-cultural experiences from south Australia. St Lucia, QLD: University of Queensland Press.Google Scholar
  3. Greenhow, C., Robelia, B., & Hughes, J. (2009). Learning, teaching, and scholarship in a digital age: Web 2.0 and classroom research: What path should we take now? Educational Researcher, 38(4), 246–259.CrossRefGoogle Scholar
  4. Lean, B. (1997). Strategies to overcome the low status of music in the curriculum. In XI conference proceedings: New sounds for a new century (pp. 165–171). Brisbane, Australia: Australian Society for Music Education.Google Scholar
  5. Lierse, A. (1997). Music in schools in the 20th century: An endangered species? In XI conference proceedings: New sounds for a new century (pp. 178–183). Brisbane, Australia: Australian Society for Music Education.Google Scholar
  6. Lonie, D., & Dickens, L. (2015). Becoming musicians: Situating young people’s experiences of music learning between formal, informal and non-formal spheres. Cultural Geographies, 23(1), 87–101.CrossRefGoogle Scholar
  7. McAllester, D. P. (1984). A problem in ethics. In J. C. Kassler & J. Stubington (Eds.), Problems and solutions: Occasional essays in musicology presented to Alice M. Moyle (pp. 279–289). Sydney, Australia: Hale and Iremonger.Google Scholar
  8. Mehta, S. (1982). Revolution and the status of women in India. Delhi: Metropolitan.Google Scholar
  9. Merriam, A. P. (1964). The anthropology of music. Evanston, IL: Northwestern University Press.Google Scholar
  10. Pesch, L. (1999). The illustrated companion to south Indian classical music. New Delhi and Oxford: Oxford University Press.Google Scholar
  11. Prensky, M. (2001). Digital natives, digital immigrants. Journal Horizon, 9(5), 1–6.CrossRefGoogle Scholar
  12. Roulston, K. (2000). Itinerant music teachers’ work in Queensland. Unpublished PhD thesis, University of Queensland, St Lucia, QLD.Google Scholar
  13. Salavuo, M. (2008). Social media as an opportunity for pedagogical change in music education. Journal of Music, Technology & Education, 1(2–3), 121–136.CrossRefGoogle Scholar
  14. Sambamurthy, P. (1990). South Indian music—Books I–VI. Madras, India: The Indian Music Publishing House.Google Scholar
  15. Shankar, R. (1969). My music, my life. New Delhi: Vikas Publishing House Pty. Ltd.Google Scholar
  16. Shankar, V. (1983). The art and science of Karnatic music. Madras, India: The Music Academy.Google Scholar
  17. Stowasser, H. (1992). The development of the music curriculum in Queensland secondary schools: A microcosmic view. In W. Bebbington (Ed.), Sound and reason: Music essays in honour of Gordon D. Spearritt. St Lucia, QLD: University of Queensland.Google Scholar
  18. Théberge, P. (1997). Any sound you can imagine: Making music/consuming technology. Hanover and London: Wesleyan University Press.Google Scholar
  19. Viswanathan, T. (1977). The analysis of rāga ālāpana in South Indian music. Asian Music, 9(1), 13–71.CrossRefGoogle Scholar
  20. Wade, B. C. (2001). Music in India: The classical traditions. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
  21. Walker, R. (1990). Musical beliefs: Psychoacoustic, mythical and educational perspectives. New York and London: Teachers College Press Columbia University.Google Scholar
  22. Walker, R. (2001). The rise and fall of philosophies of music education: Looking backwards in order to see ahead. Research Studies in Music Education, 17(1), 3–18.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Georgina Barton
    • 1
  1. 1.School of Teacher Education and Early ChildhoodUniversity of Southern QueenslandSpringfield Central, BrisbaneAustralia

Personalised recommendations