{"title":"2022 ISME/ECME Seminar","authors":"Claudia Gluschankof","doi":"10.1386/ijmec_00053_5","DOIUrl":"https://doi.org/10.1386/ijmec_00053_5","url":null,"abstract":"","PeriodicalId":142184,"journal":{"name":"International Journal of Music in Early Childhood","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139371410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article describes the author’s informal observations of the development of movement response to music with the added interaction with a musical toy robot. The subject under observation was one child, from the age of 8 to 24 months. Overall, the child’s readiness to move seemed to be motivated by the presence of the interactive toy robot. Observation revealed a variety of movement responses at a very young age, also in attempts to interact with the toy. The child appeared to form an emotional relationship with the toy robot that can be described by different phases from partnership with the toy, to the reduction of the toy’s role, to a passive music box. The toy robot was also used in a mediator role between siblings of different ages. Thus, interactive musical toy robots may have a beneficial effect on a child’s musical development as they provide a repetitive, safe and critique-free space. The human-like features of the toy robot (i.e. happy face, moving arms and legs) seemed to catch this child’s attention, allowing him to interact with the toy similarly to a human dance partner. The robot’s clumsy moves fit the concept of motionese, supporting the development of the child’s motor skills.
{"title":"Observations of a child’s movement response to music and their interaction with a musical toy robot","authors":"Marju Raju","doi":"10.1386/ijmec_00049_1","DOIUrl":"https://doi.org/10.1386/ijmec_00049_1","url":null,"abstract":"This article describes the author’s informal observations of the development of movement response to music with the added interaction with a musical toy robot. The subject under observation was one child, from the age of 8 to 24 months. Overall, the child’s readiness to move seemed to be motivated by the presence of the interactive toy robot. Observation revealed a variety of movement responses at a very young age, also in attempts to interact with the toy. The child appeared to form an emotional relationship with the toy robot that can be described by different phases from partnership with the toy, to the reduction of the toy’s role, to a passive music box. The toy robot was also used in a mediator role between siblings of different ages. Thus, interactive musical toy robots may have a beneficial effect on a child’s musical development as they provide a repetitive, safe and critique-free space. The human-like features of the toy robot (i.e. happy face, moving arms and legs) seemed to catch this child’s attention, allowing him to interact with the toy similarly to a human dance partner. The robot’s clumsy moves fit the concept of motionese, supporting the development of the child’s motor skills.","PeriodicalId":142184,"journal":{"name":"International Journal of Music in Early Childhood","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115576715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Children love making music – or, as we say in music therapy, they love playing with music. At the same time both joyful and sincere, they explore the sounds of the instruments and try out different tunes and rhythms as a way of expressing their feelings and interacting with others. Through play, they create inexhaustible, inventive musical scenarios which in turn enable them to develop a better understanding of their own personal circumstances and thereby to grow and set themselves free. This keynote will provide insights into the ways in which music therapy can assist personal growth by tapping into the child’s ability to engage with music in a spontaneous and playful way.
{"title":"‘The sounds turn somersaults and the harmonica is mourning…’: The healing effects of music making","authors":"S. Hochreutener","doi":"10.1386/ijmec_00047_1","DOIUrl":"https://doi.org/10.1386/ijmec_00047_1","url":null,"abstract":"Children love making music – or, as we say in music therapy, they love playing with music. At the same time both joyful and sincere, they explore the sounds of the instruments and try out different tunes and rhythms as a way of expressing their feelings and interacting with others. Through play, they create inexhaustible, inventive musical scenarios which in turn enable them to develop a better understanding of their own personal circumstances and thereby to grow and set themselves free. This keynote will provide insights into the ways in which music therapy can assist personal growth by tapping into the child’s ability to engage with music in a spontaneous and playful way.","PeriodicalId":142184,"journal":{"name":"International Journal of Music in Early Childhood","volume":"94 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131578851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study aimed to examine the content and goals of music education in Greek public nurseries and highlight the experiences of early childhood teachers when teaching music in their classrooms. A secondary purpose was to design and implement a professional development programme for teachers in one nursery school and explore their music skill development as part of this programme. The project was conducted over nine months in two phases in 23 public nurseries in the municipality of Ioannina. In Phase 1, data were collected via interviews with nursery teachers. In Phase 2, a professional development programme was developed, based on interview responses, and implemented with teachers from one nursery school. Data from both phases were considered in framing the results. Based on the data analysis, the content and goals of music education provided to preschool children were identified, described and evaluated, as well as the early childhood teachers’ music practices and approaches, their music skills and their training needs. Although nursery school teachers recognized the importance of music in preschool education, they defined themselves as ‘non-specialists’ in this particular teaching subject and faced challenges in implementing music education activities. Therefore, planning music education professional development programmes that meet the ‘real’ needs of early childhood teachers appears to be essential.
{"title":"Music education in public nurseries of Greece","authors":"Spyridoula Efthymiou","doi":"10.1386/ijmec_00048_1","DOIUrl":"https://doi.org/10.1386/ijmec_00048_1","url":null,"abstract":"The present study aimed to examine the content and goals of music education in Greek public nurseries and highlight the experiences of early childhood teachers when teaching music in their classrooms. A secondary purpose was to design and implement a professional development programme for teachers in one nursery school and explore their music skill development as part of this programme. The project was conducted over nine months in two phases in 23 public nurseries in the municipality of Ioannina. In Phase 1, data were collected via interviews with nursery teachers. In Phase 2, a professional development programme was developed, based on interview responses, and implemented with teachers from one nursery school. Data from both phases were considered in framing the results. Based on the data analysis, the content and goals of music education provided to preschool children were identified, described and evaluated, as well as the early childhood teachers’ music practices and approaches, their music skills and their training needs. Although nursery school teachers recognized the importance of music in preschool education, they defined themselves as ‘non-specialists’ in this particular teaching subject and faced challenges in implementing music education activities. Therefore, planning music education professional development programmes that meet the ‘real’ needs of early childhood teachers appears to be essential.","PeriodicalId":142184,"journal":{"name":"International Journal of Music in Early Childhood","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122507309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Something is considered simple (from Latin simplex, literally ‘onefold’) when it is not complex or demanding. Yet some philosophies challenge this view, emphasizing the holistic and even divine nature of the number one. In music pedagogy, pursuing the elementary as a path to the nucleus of music takes the shape of a polyaesthetics or synaesthetics; it is physical and expresses itself through shared exploration, communication and improvisation. This article investigates the notion that this very aesthetic of simplicity – the basis of early childhood music instruction – is not only useful with regards to age-appropriate learning, but also makes it possible to recognize the very foundations of music and challenges us as an ‘open work’ of art (Umberto Eco).
{"title":"The aesthetics of simplicity: An artistic approach to childhood and music making","authors":"Teresa Leonhard","doi":"10.1386/ijmec_00050_1","DOIUrl":"https://doi.org/10.1386/ijmec_00050_1","url":null,"abstract":"Something is considered simple (from Latin simplex, literally ‘onefold’) when it is not complex or demanding. Yet some philosophies challenge this view, emphasizing the holistic and even divine nature of the number one. In music pedagogy, pursuing the elementary as a path to the nucleus of music takes the shape of a polyaesthetics or synaesthetics; it is physical and expresses itself through shared exploration, communication and improvisation. This article investigates the notion that this very aesthetic of simplicity – the basis of early childhood music instruction – is not only useful with regards to age-appropriate learning, but also makes it possible to recognize the very foundations of music and challenges us as an ‘open work’ of art (Umberto Eco).","PeriodicalId":142184,"journal":{"name":"International Journal of Music in Early Childhood","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132201732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article reflects about artistic behaviour in general and shows the potentials of young children for engaging in artistic actions. In particular perceptive and explorative behaviour, which includes forms of communication as well, leads to artistry and can be supported by teachers and educators. Important options of artistic activities are fantasizing in improvisation and comprehension of songs and pieces. All this begins in everyday life and can culminate in differentiated art practice.
{"title":"Young children and artistic behaviour: Theoretical considerations for exploration, communication and improvisation, and practical implications","authors":"Michael Dartsch","doi":"10.1386/ijmec_00046_1","DOIUrl":"https://doi.org/10.1386/ijmec_00046_1","url":null,"abstract":"The article reflects about artistic behaviour in general and shows the potentials of young children for engaging in artistic actions. In particular perceptive and explorative behaviour, which includes forms of communication as well, leads to artistry and can be supported by teachers and educators. Important options of artistic activities are fantasizing in improvisation and comprehension of songs and pieces. All this begins in everyday life and can culminate in differentiated art practice.","PeriodicalId":142184,"journal":{"name":"International Journal of Music in Early Childhood","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131241244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This issue contains two original research reports, as well as the three keynote addresses delivered at the 10th Conference of the European Network of Music Educators and Researchers of Young Children (EuNet MERYC), which took place in February 2022. This editorial includes a discussion of how childhood appears to be conceptualized within this scholarship and how this conceptualization may contrast persistent deficit views of children. Recent US political discourse regarding children and education is cited as an example of such a deficit perspective on childhood.
{"title":"Conceptualizing childhood in scholarship and discourse","authors":"Diana R. Dansereau","doi":"10.1386/ijmec_00045_2","DOIUrl":"https://doi.org/10.1386/ijmec_00045_2","url":null,"abstract":"This issue contains two original research reports, as well as the three keynote addresses delivered at the 10th Conference of the European Network of Music Educators and Researchers of Young Children (EuNet MERYC), which took place in February 2022. This editorial includes a discussion of how childhood appears to be conceptualized within this scholarship and how this conceptualization may contrast persistent deficit views of children. Recent US political discourse regarding children and education is cited as an example of such a deficit perspective on childhood.","PeriodicalId":142184,"journal":{"name":"International Journal of Music in Early Childhood","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123213955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Anchor standards are central to various disciplines in education. Music literacy brings important skills that relate to both music education and college‐career readiness (twenty-first century) skills. This keynote to the Early Childhood Music and Movement Association discusses how music literacy supports specific English language arts anchor standards and their importance across lifelong learning.
{"title":"Anchoring literacy: Learning through creativity1","authors":"Elaine D. Bernstorf","doi":"10.1386/ijmec_00044_1","DOIUrl":"https://doi.org/10.1386/ijmec_00044_1","url":null,"abstract":"Anchor standards are central to various disciplines in education. Music literacy brings important skills that relate to both music education and college‐career readiness (twenty-first century) skills. This keynote to the Early Childhood Music and Movement Association discusses\u0000 how music literacy supports specific English language arts anchor standards and their importance across lifelong learning.","PeriodicalId":142184,"journal":{"name":"International Journal of Music in Early Childhood","volume":"175 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121797518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This issue contains three peer-reviewed research reports, each of which employs varying empirical procedures to systematically uncover and document individuals’ stories. In addition to representing various research methods, these three studies investigate the lived experiences of different participants in early childhood music. The final two contributions in the issue have connections to the Early Childhood Music & Movement Association (ECMMA), the sponsoring organization of the International Journal of Music in Childhood. Included are transcripts of the two keynote addresses presented at the 2021 ECMMA convention.
{"title":"The importance of storytelling","authors":"Diana R. Dansereau","doi":"10.1386/ijmec_00039_2","DOIUrl":"https://doi.org/10.1386/ijmec_00039_2","url":null,"abstract":"This issue contains three peer-reviewed research reports, each of which employs varying empirical procedures to systematically uncover and document individuals’ stories. In addition to representing various research methods, these three studies investigate the lived experiences\u0000 of different participants in early childhood music. The final two contributions in the issue have connections to the Early Childhood Music & Movement Association (ECMMA), the sponsoring organization of the International Journal of Music in Childhood. Included are transcripts of\u0000 the two keynote addresses presented at the 2021 ECMMA convention.","PeriodicalId":142184,"journal":{"name":"International Journal of Music in Early Childhood","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124289267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Christiane Nieuwmeijer, Nigel Marshall, B. van Oers
This article reports a narrative case study on Sanne, an experienced 46-year-old early childhood teacher who considered herself unmusical and therefore unable to teach music, caused by (1) few childhood musical experiences, (2) teacher training that focused on musical performance skills and (3) a professional context with minimal music education. These experiences reinforced her belief that musicality equates to musical performance skills, rendering her ‘unmusical’ ‐ a western conception of musicality which had prevented her from teaching music. Participating in a professional development (PD) programme on musical play, however, positively influenced her music teacher identity (MTI), resulting in confidence to teach music. This article explores what factors contributed to this identity shift. The PD programme was set up according to criteria for effective PD as argued by literature, such as collective participation, demand-driven content, long-term duration and a focus on pedagogical content knowledge (PCK). Data were collected by means of surveys, interviews and e-mails containing video images. Assisted by a three-dimensional space narrative structure, text excerpts were selected from the data and ‘re-storied’ into a narrative. Analysis revealed how a combination of newly acquired PCK and existing general play guidance skills enabled Sanne to facilitate musical play successfully, thereby neutralizing the obstacles raised by her self-perceived non-musicality, and positively affecting her MTI. In the discussion, we reflect on how our current western conception of musicality may negatively affect individuals’ musical identity and provide some further thoughts on the implications of our findings for music educational practice.
{"title":"Where have I been all these years? A narrative case study on the impact of western (mis)conceptions of musicality on a generalist classroom teacher’s music teacher identity construction","authors":"Christiane Nieuwmeijer, Nigel Marshall, B. van Oers","doi":"10.1386/ijmec_00040_1","DOIUrl":"https://doi.org/10.1386/ijmec_00040_1","url":null,"abstract":"This article reports a narrative case study on Sanne, an experienced 46-year-old early childhood teacher who considered herself unmusical and therefore unable to teach music, caused by (1) few childhood musical experiences, (2) teacher training that focused on musical performance skills\u0000 and (3) a professional context with minimal music education. These experiences reinforced her belief that musicality equates to musical performance skills, rendering her ‘unmusical’ ‐ a western conception of musicality which had prevented her from teaching music. Participating\u0000 in a professional development (PD) programme on musical play, however, positively influenced her music teacher identity (MTI), resulting in confidence to teach music. This article explores what factors contributed to this identity shift. The PD programme was set up according to criteria for\u0000 effective PD as argued by literature, such as collective participation, demand-driven content, long-term duration and a focus on pedagogical content knowledge (PCK). Data were collected by means of surveys, interviews and e-mails containing video images. Assisted by a three-dimensional space\u0000 narrative structure, text excerpts were selected from the data and ‘re-storied’ into a narrative. Analysis revealed how a combination of newly acquired PCK and existing general play guidance skills enabled Sanne to facilitate musical play successfully, thereby neutralizing the\u0000 obstacles raised by her self-perceived non-musicality, and positively affecting her MTI. In the discussion, we reflect on how our current western conception of musicality may negatively affect individuals’ musical identity and provide some further thoughts on the implications of our\u0000 findings for music educational practice.","PeriodicalId":142184,"journal":{"name":"International Journal of Music in Early Childhood","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128477918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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