International Journal of Music in Early Childhood最新文献_第2页

2022 ISME/ECME Seminar 2022 年 ISME/ECME 研讨会

International Journal of Music in Early Childhood Pub Date : 2023-06-01 DOI: 10.1386/ijmec_00053_5

Claudia Gluschankof

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Observations of a child’s movement response to music and their interaction with a musical toy robot 观察儿童对音乐的运动反应以及他们与音乐玩具机器人的互动

International Journal of Music in Early Childhood Pub Date : 2022-12-01 DOI: 10.1386/ijmec_00049_1

Marju Raju

{"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}

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‘The sounds turn somersaults and the harmonica is mourning…’: The healing effects of music making “声音翻跟头，口琴在哀悼……”:音乐创作的治愈效果

International Journal of Music in Early Childhood Pub Date : 2022-12-01 DOI: 10.1386/ijmec_00047_1

S. Hochreutener

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Music education in public nurseries of Greece 希腊公立幼儿园的音乐教育

International Journal of Music in Early Childhood Pub Date : 2022-12-01 DOI: 10.1386/ijmec_00048_1

Spyridoula Efthymiou

{"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}

引用次数: 0

The aesthetics of simplicity: An artistic approach to childhood and music making 简单的美学:童年和音乐创作的艺术方法

International Journal of Music in Early Childhood Pub Date : 2022-12-01 DOI: 10.1386/ijmec_00050_1

Teresa Leonhard

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Young children and artistic behaviour: Theoretical considerations for exploration, communication and improvisation, and practical implications 幼儿与艺术行为:探索、交流和即兴创作的理论思考及其实际意义

International Journal of Music in Early Childhood Pub Date : 2022-12-01 DOI: 10.1386/ijmec_00046_1

Michael Dartsch

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Conceptualizing childhood in scholarship and discourse 在学术和话语中概念化童年

International Journal of Music in Early Childhood Pub Date : 2022-12-01 DOI: 10.1386/ijmec_00045_2

Diana R. Dansereau

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Anchoring literacy: Learning through creativity1 锚定识字:通过创造性学习

International Journal of Music in Early Childhood Pub Date : 2022-05-01 DOI: 10.1386/ijmec_00044_1

Elaine D. Bernstorf

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The importance of storytelling 讲故事的重要性

International Journal of Music in Early Childhood Pub Date : 2022-05-01 DOI: 10.1386/ijmec_00039_2

Diana R. Dansereau

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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 这些年我都去哪儿了?西方(错误)音乐性观念对通才型课堂教师音乐教师身份建构影响的叙事个案研究

International Journal of Music in Early Childhood Pub Date : 2022-05-01 DOI: 10.1386/ijmec_00040_1

Christiane Nieuwmeijer, Nigel Marshall, B. van Oers

{"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}

引用次数: 0