ABSTRACT
This chapter discusses a research project exploring musical listening skills with a class of six- to nine-year-olds, spanning Key Stages 1 and 2. Completely new activities were designed so that the disaffected and less musically able would not feel disadvantaged. The ‘expert status’ of all children was constantly reinforced. A non-threatening environment was created by the reassurance that there were no right or wrong answers, and non-verbal stimuli were used to scaffold responses. The results showed that listening skills developed significantly and musical self-esteem was raised. The greatest measurable progress was made by the less able and those with low self-esteem. Implications for teaching and issues of balance between the three components of the music curriculum are also discussed. A photocopiable link resource including suggestions of how the activities might be used in the classroom is provided.
