Illinois Early Learning Project


http://illinoisearlylearning.org
September 21, 2004 My Child Loves Music, but I Can't Carry a Tune in a Bucket: A Guide to Preschool Music MakingEve Harwood
Associate Dean, College of Fine and Applied Arts, and Associate Professor, Music Education, University of Illinois at Urbana-Champaign

Eve Harwood currently specializes in elementary general music. Before coming to Illinois from her native Canada, she taught school music in grades K-8 for 6 years. In the 1980s, she taught group music lessons for preschool children, privately and through the Conservatory of Central Illinois, and joined the faculty of the School of Music at the University of Illinois in fall 1989. She has taught courses in early childhood music, contemporary trends in teaching music to children, and Orff and Kodaly. As a parent of four children, and as a professional music educator, she has maintained her interest in the multitude of offerings now available for music instruction for young children.

Recent publications include “Go on Girl: Improvisation in the Play of African-American Girls,” in P. Bohlman and B. Nettl’s In the Course of Performance: Studies in the World of Musical Improvisation (University of Chicago Press), and articles in Research Studies in Music Education and The Mountain Lake Reader: Conversations on the Teaching and Learning of Music. Professor Harwood is coordinator of the teaching academy for the College of Fine and Applied Arts, whose mission is to develop a community of artist-teachers in higher education across all seven units of the College. Her research interests include children’s musical folk culture, music teacher education, and continuing professional development for college teachers in the arts.

When teaching children, Professor Harwood strives to motivate and develop the musician/artist in every student. She recognizes that general music students come to music through different paths including performing, composing, and listening to music of others. When guiding young adults to become teachers or graduate students who will become college teachers, she applies the same principles. Professor Harwood strives to motivate and develop the teacher/scholar in every student. Through deep engagement with a variety of teaching methods (for undergraduates), or with scholarly literature based on different research and philosophical paradigms (for graduate students), her students are encouraged to choose the path that best matches their individual strengths and values as teachers.

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