ABSTRACT
This chapter starts by discussing the relationship between music and geography. It draws, in particular, on a literature base relating to cultural geography, which, over the past few decades, has shifted attention towards social interactions. It moves on to discuss the relationship between music, memory and geographical learning, focusing on the role of the affective domain, imagination and emotion. An ethnographic approach (Martin 2008), where music is employed to engage with pupils’ geographical imaginations (Massey 2005) through dialogic teaching (Alexander 2008), is advocated. It is argued that such a strategy could empower teachers to become architects of a more relevant and creative curriculum. The chapter concludes by outlining a range of practical ideas that teachers can use with their pupils to develop geographical knowledge, understanding and skills. There are also suggestions for further activities, such as creating music in response to place.
