Lessons from Home: Scaffolding Vocal Improvisation and Song Acquisition with a 2-Year-Old

Vries, Peter Andrew De

doi:10.1007/s10643-004-0962-2

Cited by 25 publications

(23 citation statements)

References 19 publications

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“…Wood and Attfield (2005) identify scaffolding techniques teachers can draw on as identifying possible solutions, intervening, demonstrating, or modeling, questioning to check for understanding, or even using motivational strategies. This is similar to strategies identified by De Vries (2005) and Smith (2008): questioning, prompting, praising and confirming, providing feedback, expanding, repeating back, joint problem solving, physical gesture, demonstration, and modeling.…”

Section: Examples Of Scaffolding Techniques and Approaches In The Litsupporting

confidence: 80%

Peer scaffolding techniques and approaches in preschool children’s multiliteracy practices with iPads

Kirova

Jamison

2018

Journal of Early Childhood Research

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This article presents findings from a 4-month qualitative intrinsic case study that examined 25 preschool children's early multiliteracy experiences and technology uses within the context of their homes and classroom. First, to find out about the different forms of technology and literacy practices the children participated in within their homes and classroom, we surveyed 13 parents and the two classroom teachers. Next, we conducted regular in-class observations, interviewed seven children about their digital experiences, and analyzed digital artifacts created on the iPads. Vygotsky's sociocultural theory of learning grounded our interpretation of the classroom events and artifacts regarding multiliteracy practices. We gave special attention to the role of adult and peer scaffolding. This article briefly outlines the process of teacher scaffolding and discusses in detail the instances of peer scaffolding that emerged. Of importance were two video series that demonstrated a more capable peer using various strategies and approaches to scaffold her peers in creating digital literacy texts. Based on the data, we argue that more capable peers can be important sources for scaffolding young children's multiliteracy experiences in preschool classroom contexts. The findings from this study offer teachers and educational researchers insights into how young children may be engaged in and scaffolded by both teachers and peers in their multiliteracy practices prior to formal schooling.

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Section: Examples Of Scaffolding Techniques and Approaches In The Litsupporting

confidence: 80%

Peer scaffolding techniques and approaches in preschool children’s multiliteracy practices with iPads

Kirova

Jamison

2018

Journal of Early Childhood Research

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“…Children engage naturally in vocal improvisation (de Vries, 2005;Dowling, 1982;Mang, 2005;Moog, 1976). Two recent longitudinal studies describe stages of vocal improvisatory abilities using two different research paradigms.…”

Section: Children's Vocal Improvisationsmentioning

confidence: 99%

“…Two recent longitudinal studies describe stages of vocal improvisatory abilities using two different research paradigms. The first study describes a single subject who received instructional intervention (de Vries, 2005), and the second is based on observation and interview data gathered in children's natural environments (Mang, 2005). de Vries investigated the improvised vocal behavior of his son Jack from ages 25 to 36 months, and Mang investigated the singing of 8 girls ages 2-4 observed in their homes over a 42-month period.…”

Section: Children's Vocal Improvisationsmentioning

confidence: 99%

Descriptions of Improvisational Thinking by Artist-Level Jazz Musicians

Norgaard

2011

Journal of Research in Music Education

106

147

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Thought processes of seven artist-level jazz musicians, each of whom recorded an improvised solo, were investigated. Immediately after completing their improvisations, participants listened to recordings of their playing and looked at the notation of their solos as they described in a directed interview the thinking processes that led to the realization of their improvisations. In all of the interviews, artists described making sketch plans, which outlined one or more musical features of upcoming passages. The artists also described monitoring and evaluating their own output as they performed, making judgments that often were incorporated into future planning. Four strategies used by the artists for generating the note content of the improvisations emerged from the analysis: recalling well-learned ideas from memory and inserting them into the ongoing improvisation, choosing notes based on a harmonic priority, choosing notes based on a melodic priority, and repeating material played in earlier sections of the improvisation.

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“…We suggest defining the parental role of being a home supervisor in terms of acting as a home teacher (de Vries, 2005; O’Neill, 2003) or a practice supervisor (Macmillan, 2004). The findings of these studies indicated that parents who fulfil these roles support the work of the teacher by aiding the child to perform various tasks related to learning or practicing at home.…”

Section: Theme 1: Parental Roles In Music Educationmentioning

confidence: 99%

Viewing the Parent-Teacher Relationship in Music Education Through the Lens of Role Theory: A Literature Review

Ang

Panebianco

Odendaal

2020

Update: Applications of Research in Music Education

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The relationship between a parent and a teacher can be fraught with difficulties because of role conflicts that may result from the negotiations that occur between them. We synthesized recent perspectives drawn from the research literature on parent-teacher relationships with that of role theory, and aim to demonstrate how the current research literature can be used to describe the roles of parents and teachers and their relationship to one another in music lessons. Our findings indicate that parents often play multiple roles such as home supervisors, supporters, providers, role models, partners in education, and consumers, whereas teachers may play the roles of professional musicians, educators, partners in education, and role models. We argue that roles should be understood as resulting from interaction and negotiation between parties in a relationship, and suggest that concepts from role theory are helpful tools for the reconceptualization of parents’ and teachers’ roles.

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Lessons from Home: Scaffolding Vocal Improvisation and Song Acquisition with a 2-Year-Old

Cited by 25 publications

References 19 publications

Peer scaffolding techniques and approaches in preschool children’s multiliteracy practices with iPads

Peer scaffolding techniques and approaches in preschool children’s multiliteracy practices with iPads

Descriptions of Improvisational Thinking by Artist-Level Jazz Musicians

Viewing the Parent-Teacher Relationship in Music Education Through the Lens of Role Theory: A Literature Review

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