ABSTRACT
In this chapter, the curricular and pedagogical emphasis from the Fertile Ground Framework is the role of teachers in modeling thinking that connects general music learning to the rest of school and life outside school (democratic principle #3). In emphasizing connection-making in general music, music teachers increase the likelihood that young adolescents see the purpose in taking a general music class. Explicit relevant and integrative connections can help to motivate students previously uninterested in school music learning. When students learn, through modeling and experience, to connect music learning to life outside the walls of the music classroom, they begin to see how music might be part of their lives in the future. The chapter applies the idea of historical thinking to music learning as an important tool for helping students make connections when introducing a new musical culture or analyzing lyrics. Additional examples of connection making focus on creating quick compositions or improvisations and responding to protest music.
