Rethinking Music Activities in Preschool: Exploring links between conceptions of the child and conceptions of music
2016 (English)In: Nordisk musikkpedagogisk forskning: Årbok, ISSN 1504-5021, Vol. 17, 103-136 p.Article in journal (Refereed) In press
Music in preschool is mostly performed as singing-events in the form of circle-time, over which children do not have much influence. This article argues that research on music education in preschool often has overlooked this lack of influence. It explores how conceptions of ‘the child’ relate to different conceptions of music, and thereby impact on how music activities are staged in preschool. The primary empirical material consists of one group interview with four music pedagogues working together with 1–3 year olds in a Swedish preschool with an alternative approach. Through the use of Critical Discursive Psychology five interpretative repertoires of ‘the child’ are distinguished, among which ‘a child with rights’ is seen as encompassing the other four. Conceptions of the child as constantly learning and epistemologically equal to adults, and therefore granted the rights to explore the world without unnecessary bodily restrictions, ‘requires’ improvisational and trans-disciplinary conceptions of music, in which the child needs to have the right to bodily self-determination. The outcome of the study shows how conceptions of the child shape our conceptions of music, consequently resulting in multiple and diverse music practices.
Place, publisher, year, edition, pages
2016. Vol. 17, 103-136 p.
music in preschool, children’s participation, power structures
Music Other Humanities not elsewhere specified
Research subject Subject Learning and Teaching
IdentifiersURN: urn:nbn:se:su:diva-119510OAI: oai:DiVA.org:su-119510DiVA: diva2:1033629
Ej publicerad ML2016-10-072015-08-172016-10-13