Engaging children's participation in and around a new music technology through playful framing

Lagerlöf, Pernilla; Wallerstedt, Cecilia; Pramling, Niklas

doi:10.1080/09669760.2013.867170

Cited by 13 publications

(8 citation statements)

References 19 publications

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“…The teachers' role for children's learning in music from this perspective is to provide opportunities for musical experiences. This can be done by the teachers communicatively framing activities in a playful manner so that children are engaged, and then introduce them to mediating tools as a way of discerning musical aspects (Lagerlöf, Wallerstedt, & Pramling, 2013). Such musical aspects are, for example, dynamics, tempo and timbre.…”

Section: Introductionmentioning

confidence: 99%

Preschool teachers' skills in teaching music: two steps forward one step back

Ehrlin

Wallerstedt²

2014

Early Child Development and Care

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This study investigates through observations and interviews what importance further education has for preschool teachers' practice in two music-profiled preschool and their way of conceptualising it. A distinction between music as a method for teaching, on the one hand, and as a content of knowledge, on the other, is used in the analysis. The result shows that the teachers act confidently in dealing with music; both in spontaneous and planned activities, and that they show competence in teaching music to the children. In contradiction, when the teachers are interviewed about their work, they say that they have never been able to sing or play. They talk about music as a method for learning language, but they realise it in practice as the content of learning. This contradiction and its implications are discussed and it is argued that further education needs to take care of the fact that teachers need to develop a professional language.

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Section: Introductionmentioning

confidence: 99%

Preschool teachers' skills in teaching music: two steps forward one step back

Ehrlin

Wallerstedt²

2014

Early Child Development and Care

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“…Also in the musical domain, "the playful experience of working with music technology, together with the rewarding sounds that can be produced by it, provide strong motivators for young children to experiment and develop their musical ideas" (Rowe et al, 2017;reported in Liu-Rosenbaum and Creech, 2021, p. 436). Notably, studies exploring the potential of the MIROR-Impro system (a program that enables interactive improvised musical dialogs with a computer) suggest that experiences with music technology are particularly rewarding for children when they are shared with their peers or teachers (Wallerstedt and Lagerlöf, 2011;Lagerlöf et al, 2013). Also, research focusing on adult engagement with music suggests that, rather than skill acquisition, this group especially values a strong focus on social interaction and musical enjoyment (Roulston et al, 2015;Zhukov, 2021).…”

Section: Practice At Home Playfulness and Social Interactionmentioning

confidence: 99%

Toward a meaningful technology for instrumental music education: Teachers’ voice

et al. 2022

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In musical instrument training, researchers have gradually started exploring the potential of interactive technologies supporting learning processes and teaching methods. Although numerous technological tools have been proposed to enhance instrument learning and teaching, these methods rarely find their way into daily practice and teaching routines. In this study, we report data from an online survey study administered to violin and drum kit teachers. Results reveal distinct learning profiles of novice violin and drum kit students and exhibit a variety of teaching approaches toward adults and children. Furthermore, they provide more insight into teachers’ opinions on the use of virtual reality (VR) and smart wearable technologies in early instrumental training, as well as their attitudes regarding technology design. Overall, our findings highlight the importance of involving teachers in the initial stages of technology design to facilitate technology acceptance and adoption, prevent potential mismatches between requirements regarding technological functionality and actual user needs, and promote musical growth and skill acquisition.

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“…Music is considered as amongst the greatest source of education (Elizabeth, 2016) as it creates a positive environment that supports self-control and self-efficacy. Music, art and creativity should not be separated from young children's life and learning as these activities provide them with a fun yet meaningful experience (Lagerlöf et al, 2013).…”

Section: Research Backgroundmentioning

confidence: 99%

Teaching Young Children Early Mathematics through Music and Movement

Bakar

Samsudin

2021

IJLTER

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The purpose of this study was to explore the integration of music and movement elements into young children’s mathematics classrooms. Using a qualitative approach, this research was a case study. Three teachers were purposely selected as participants for this study. The teachers were interviewed to gain information about the songs and movements they chose to employ into their instruction. Additionally, their lessons were observed to attain the ways they incorporated music and movement. These sessions were video recorded to gain a rich picture of the songs and movements incorporated as well as the benefits of such practice in the teaching and learning of mathematics. The findings from the interviews (with teachers), classroom observations, and photographs exhibited that the teachers used familiar, easy and simple songs to be incorporated in their instruction. It was also evident that embedding music and movement activities into young children's mathematics lessons had a positive impact on the students' learning of early mathematics. The students focused on what the teachers were doing and repeating after them. This enhanced their mathematics learning. The implication of this study is that mathematics instruction should be employed in a fun yet meaningful way by incorporating music and movement activities as teaching and learning activities. More importantly, is that children learn mathematics with understanding.

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Engaging children's participation in and around a new music technology through playful framing

Cited by 13 publications

References 19 publications

Preschool teachers' skills in teaching music: two steps forward one step back

Preschool teachers' skills in teaching music: two steps forward one step back

Toward a meaningful technology for instrumental music education: Teachers’ voice

Teaching Young Children Early Mathematics through Music and Movement

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