ABSTRACT

In this article, the authors adapt the Family Musicking Framework (Koops, 2020) for use in exploring teacher-child interactions in early childhood classrooms (birth to age 6). The Family Musicking Framework contextualizes family musical interactions using the paired concepts of musical parenting/parenting musically and practical musicking/relational musicking (Small, 1998). The adapted framework explores teacher-child interaction in teaching children music and using music to teach children in other domains, as well as practical musicking/relational musicking in the classroom. The authors argue that this framework can illuminate current explorations of teacher-child interactions with music in the areas of enhancing teacher responsiveness, facilitating creative expression by teachers and children by expanding awareness of the goals of musicking in the early childhood classroom, and increasing teacher confidence to incorporate musicmaking in the classroom.

摘要

在本文中，作者改编了家庭音乐框架（Koops，2020）用于探索幼儿课堂（出生至 6 岁）中的师生互动。家庭音乐框架使用音乐育儿/音乐育儿和实用音乐/关系音乐的配对概念（Small，1998）将家庭音乐互动置于情境中。改编后的框架探索了教师与儿童在教授儿童音乐和使用音乐教授其他领域的儿童以及课堂中的实用音乐/关系音乐方面的互动。作者认为，该框架可以阐明当前对师生与音乐互动的探索，包括提高教师的反应能力，通过扩大对幼儿课堂音乐演奏目标的认识，促进教师和儿童的创造性表达，