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Music learning, engagement, and personal growth: child perspectives on a music workshop developed in a Portuguese state school
Music Education Research ( IF 0.688 ) Pub Date : 2021-05-19 , DOI: 10.1080/14613808.2021.1929140
Ana Luísa Veloso, Graça Mota

ABSTRACT

This article examines the perspectives and feelings of children in the first two years of a music workshop developed with pupils from a state school in northern Portugal. The study followed a participatory action research design, with data including field notes, two group interviews with the children, children’s artefacts, such as texts or paintings, and their musical compositions. The results detail how an informal, collaborative and creative approach to music learning seems to open the space for a ‘pedagogy of interruption’ (Biesta 2010), which, in turn, suggests the development of what O’Neill (2012a) terms ‘transformative music engagement’. This article identifies this transformation process through the three major themes that emerge from data analysis: (a) the shifts the children report as occurring in their modes of connecting and relating with music and music education, (b) the deep engagement they began displaying towards collaborative music-making activities, and (c) their personal and social development.



中文翻译:

音乐学习,参与和个人成长:孩子对葡萄牙国立学校举办的音乐工作坊的看法

摘要

本文考察了葡萄牙北部一所公立学校的学生开设的音乐工作坊的头两年中儿童的观点和感受。该研究遵循参与性行动研究设计,其数据包括实地记录,对儿童的两组访谈,儿童文物(例如文字或绘画)及其音乐作品。结果详细说明了非正式,协作和创造性的音乐学习方法如何为“中断教学法”打开空间(Biesta 2010),这反过来暗示了奥尼尔(2012a)所称“变革性”的发展。音乐参与度”。本文通过数据分析中出现的三个主要主题来确定此转换过程:

更新日期:2021-05-19
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