Interest in music is a biological trait of humans. Being musical is part of our design, since musical development begins before birth.
Most of us listen to music daily, consciously, through songs that we choose and enjoy through platforms such as YouTube and Spotify in the car or, unconsciously, in supermarkets, stores, on the radio or on the internet. television. Does everything we listen to shape our musical tastes? From what age does this happen?
The experts confirm that, many times, when we actively and consciously listen to music, we feel rewarded and tend to continue listening or even engage in other musical activities such as singing or dancing. However, our tastes and preferences, since childhood, are in a constant flow
What determines tastes?
Today we listen to music in a multitude of settings and circumstances. That is why we can affirm that music has different functions in our lives.
Exploring children’s musical tastes and preferences is a key aspect to learn more about aesthetic development, identity and group formation.
There is jobs that inform us about the processes of formation of musical taste, musical activities or experiences or how musical tastes can be generated or even modified in childhood.
influences in childhood
we wanted know musical preferences and tastes of five-year-old Spanish children and where they learned their favorite songs: at school, at home, through the media, etc. To do this, we asked 286 boys and girls, a member of their families and 49 teachers, who came from 26 schools in various Spanish autonomous communities.
In general, the most notable result was the influence of the context in which they had learned the song.
At school, children expressed a taste for traditional songs. The choice that the teachers made of the repertoires was one of the most determining factors and, therefore, one of the key pieces in the process of building musical taste and, therefore, of the identity development of the students.
Outside of school, they showed preferences for trendy or popular songs, such as disco, Latin, pop, etc., and there was a great influence from the media, mainly those related to screens (television, mobile phones and video games). ).
In addition to this, we found that the teachers knew better than the families the musical preferences of the children.
Why is it important to know them?
The importance of the work of the school and families in the formation of aesthetic taste during childhood is undeniable. Although teachers have a greater knowledge of the musical tastes of students, this does not mean that the family is oblivious to this reality.
The family environment is crucial in the comprehensive development of childhood and all actions aimed at improving communication are constituted as positive and beneficial elements for said development. That fathers and mothers sing with the little ones and spend more time listening to music together are fundamental factors to achieve this.
The traditional song, which is passed down orally from generation to generation, is a means of direct contact with one’s own culture and environment that, in certain circumstances, can help children prepare for and access the world of adults.
But there are many possible paths and both the family and the school must take into account the influence that the media have on the child population.
enjoy music with them
Musical learning constitutes a complex framework in which the diverse and varied styles and genres that children consume, and which they can easily access, shape a broader vision of the musical world that surrounds them.
Whether you have musical training or not, the key is to get involved with the children and share diverse musical opportunities: daring to explore different music, rhymes, to move or to invent new songs.
Singing, dancing, playing instruments and exploring sounds is important: not only because it improves musical, social and personal development, but also because we are reflecting that making music is a socially necessary activity, something that is important not to be lost in society 21st century western.
Cristina Arriaga SanzProfessor of the Area of Didactics of Musical Expression, of the Department of Didactics of Musical, Plastic and Corporal Expression, University of the Basque Country / Euskal Herriko Unibertsitatea; Albert Cabedo MasProfessor of the Music Area, Department of Education and Specific Didactics, Jaume I University; Maria Elena Riano GalanProfessor of the Didactic Area of Musical Expression, in the Education Department, University of cantabria Y Noemy Berbel Gomez, Professor of the Area of Didactics of Musical Expression. Department of Pedagogy and Specific Didactics, University of the Balearic Islands