In a qualitative study of the nature of musical communication during scaffolding music learning, the most important themes to emerge reflected the role of musical communication in blossoming young learners’ expressive agency. The study focused on two different groups of young piano learners (aged 4–9) during collaborative (listening, creating, and performing) problem-solving experiences. Working as a teacher-researcher in the context of my own studio piano classes, I documented verbal and nonverbal interactions that occurred during the lessons. Data were collected primarily through video observation, field notes and a reflective journal. Analysis included the construction of narrative vignettes from these data. Analysis revealed that the children’s music learning was a creative process of transformation, as they negotiated and renegotiated their own meaning and that of others through musical communication. Possessing their own communicative musicality, learners exhibited ability to share a range of musical understanding and sensitivities through both sound and physical motion. Findings suggest that children’s music learning is not only located in individual minds but is anchored in a communicative landscape and when learners are engaged in musical scaffolding their expressive agency is enabled.

中文翻译：

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架设青少年学习者表达能力的音乐交流

在对脚手架音乐学习过程中音乐交流本质的定性研究中，出现的最重要主题反映了音乐交流在年轻学习者表达能力发展中的作用。该研究的重点是在解决问题的协作（聆听，创造和表演）过程中的两组不同的年轻钢琴学习者（4-9岁）之间。我在自己的工作室钢琴课中担任教师研究人员，记录了在课程中发生的语言和非语言互动。数据主要通过视频观察，现场记录和反思性日记收集。分析包括从这些数据中构建叙事小插曲。分析表明，孩子们的音乐学习是一个创造性的转变过程，当他们通过音乐交流来谈判和重新谈判自己和他人的意义时。具有自己的交际音乐性，学习者表现出通过声音和身体运动来分享一系列音乐理解和敏感性的能力。研究结果表明，儿童的音乐学习不仅位于个人的思想中，而且还处在交流的氛围中，当学习者从事音乐支架时，他们的表达能力就可以发挥作用。