Listening to, analyzing, and describing music, is perhaps the most difficult standard to present effectively in allotted classroom time. The purpose of this literature review is to better understand what constitutes effective listening instruction by examining students’ listening practices, receptiveness, attentiveness, and activities that lead to more meaningful listening experiences. Early elementary school is the best time to introduce unfamiliar genres. As children age, teachers should select music that is applicable to the students’ lives by seeking out familiar music or accessible classical music. A variety of directed listening activities should be used to reach all learners, including the use of visual listening maps and movement activities. Active conditions on music listening tend to heighten participation and attentiveness.
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