Transformative Music Invention: Interpretive Redesign through Music Dialogue in Classroom Practices

Y

15

Music Education; Elementary Schools; Music; Interaction; Foreign Countries; Young Children; Music Activities; Semiotics; Praxis; Creativity; Learning Processes; Educational Change; Case Studies; Teaching Methods; Musical Instruments

0004-9484

In this thematic case study in a rural primary school, young children of diverse socio-cultural origins use transformative and transmodal redesign in music as they explore new conceptual meanings through self-reflexive interaction in classroom music events. A focus on music dialogue created by interaction between modes is seen to promote inclusiveness and transformation of learning. This praxial approach to music learning in the classroom context uncovers hidden dogma used to justify existing structures in the curriculum. In music education in Australia there is still a common failure to acknowledge that embodied and situated music making found in "everyday life" (De Nora, 2011) is linked to conceptual knowledge of music. In this study, investigating young children's selections of semiotic resources when redesigning meaning in a dialogue of modes enables educators to determine how conceptual knowledge of music is established, extended and expanded through children's developing understanding of the elements of music during redesign. The complexity of young children's use of music imagery and genre and their grasp of music concepts is evident in their interactions in classroom music events. Awareness of the space of music dialogue allows for a deeper insight in children's capacity for music invention. (Contains 2 figures and 3 transcripts.)

As Provided

94

2013

EJ1000244