The emergence of musical structures in instrumental free play of toddlers

2021 ◽  
Vol 16 (1) ◽  
pp. 7-25 ◽  
Author(s):  
Ilil Keren ◽  
Avi Gilboa ◽  
Veronika Cohen
Keyword(s):  
Early Childhood ◽  
Music Education ◽  
Case Studies ◽  
Free Play ◽  
Musical Expression ◽  
Developmental Aspect ◽  
Musical Development ◽  
Musical Structures

The field of children’s free play instrumental musical expression seems to lack a theory on the developmental aspect in toddlerhood. The case studies presented here were part of a larger study aimed at helping to fill that gap. In the present study, five children aged 14‐22 months played freely on a metallophone and a pair of bongos in six sessions over nineteen months. The results exemplify the toddlers’ process of developing the ability to structure well-formed musical ideas, starting with short patterns that gradually grow and using repetition-based structures. The insights can contribute to the fields of early childhood musical development, music education and childcare.

Active music listening: Promoting music and movement in early childhood music education

2019 ◽  
Vol 14 (2) ◽  
pp. 211-223 ◽  
Author(s):  
Tiago Madalozzo ◽  
Vivian Dell’ Agnolo Barbosa Madalozzo
Keyword(s):  
Early Childhood ◽  
Music Education ◽  
Lesson Plan ◽  
Music Appreciation ◽  
Music Listening ◽  
Music Learning ◽  
Early Childhood Music ◽  
Musical Structures ◽  
Early Childhood Music Education ◽  
Music Class

This article’s premise is that listening can be an engaging and important way for children to interact with music, using movement and their entire bodies, leading to music learning. We present the concept of active music listening defined by different authors, as a strategy for working with music appreciation involving a completely active attitude of the listener ‐ linking a cognitive process of interpretation with the fundamental use of movement to reflect musical aspects of a determined piece. In the first section, we propose that listening is an important part of music learning, examining Swanwick’s and Boal-Palheiros and Wuytack’s works, presenting active music listening as an appreciation mode that involves high levels of attention, intention and activity from the listener. In the section that follows, we introduce active music listening as a part of the music class, reporting Zagonel’s as well as Wuytack and Boal-Palheiros’ approaches, defining musical structures that can be activated with listening exercises by more than twenty ways of activation. We discuss our way of locating these exercises on a music lesson plan. The mentioned strategies are illustrated in four ideas of active music listening exercises directed to children, selected from our daily practices. Finally, we discuss the main concepts and practices presented, with concluding remarks and implications for early childhood music education.

scholarly journals Statistical Analysis of Elements of Movement in Musical Expression in Early Childhood Using 3D Motion Capture and Evaluation of Musical Development Degrees Through Machine Learning

2018 ◽  
Vol 8 (3) ◽  
pp. 118 ◽  
Author(s):  
Mina Sano
Keyword(s):  
Machine Learning ◽  
Early Childhood ◽  
Motion Capture ◽  
Multilayer Perceptron ◽  
Confusion Matrix ◽  
Motion Capture Data ◽  
Classification Models ◽  
Musical Expression ◽  
Musical Development ◽  
Significant Difference

This study aims to analyze the developmental characteristics of early childhood musical expressions from aviewpoint of movement elements, and to devise a method to evaluate the development regarding musical expressionin early childhood using machine learning. Previous studies regarding motion capture have shown analysis resultssuch as specific actions and responses to music (Burger et al, 2013). In this study, firstly, ANOVA was attempted onfull-body movements. The author quantitatively analyzed the motion capture data regarding 3-year-old, 4-year-old,and 5-year-old children in the nursery schools (n=84) and kindergartens (n=94) through a three-way non-repeatedANOVA. As a result, a statistically significant difference was observed in movement of body parts. Specifically, righthand movement such as moving distance and the moving average acceleration showed a significance of difference.Secondly, machine learning (decision trees, Sequential Minimum Optimization algorithm (SMO), Support VectorMachine (SVM) and neural network (multilayer perceptron)) was deployed to build classification models forevaluation of degree of musical development classified by educators with simultaneously recorded children’s videowith associated motion capture data. Among varieties of trained classification models, multilayer perceptron obtainedbest results of confusion matrix and showed fair classifying precision and usability to support educators to evaluatechildren’s achievement degree of musical development. As a result of the machine learning of multilayeredperceptron, the movement of the pelvis has a strong relationship with musical development degree. Its classificationaccuracy found consistent to affirm the availability to utilize the model to support educators to evaluate children’sattainment of musical expression.

Assessing Music in Early Childhood

2019 ◽  
pp. 444-476
Author(s):  
Maria Runfola
Keyword(s):  
Early Childhood ◽  
Music Education ◽  
Teaching And Learning ◽  
Student Assessment ◽  
Deep Understanding ◽  
Children's Music ◽  
National Network ◽  
Music Assessment ◽  
Early Childhood Music ◽  
Utilitarian Value

In this chapter, pros and cons of assessing young children’s music skills and content knowledge are explored. An integrative literature review is included as well as a thematic review lending support to core themes. Several reasons were identified as to the importance of promoting student assessment as children participate in early childhood music. Use of music assessments in the classroom and for research should consider practices consistent with musical age as well as chronological age. Increased recognition of the importance of music in total development of the child supports need for effective early childhood assessment systems especially by the music education research community as they continue to gather evidence regarding the utilitarian value of music in early childhood. Researchers need to be aware of environmental factors that may impact early music learning and cognizant of current best practices in music education for early childhood. Researcher-developed criterion measures often are not investigated for quality characteristics, and thus rigorous guidelines for such criterion measures are needed. It appears there are no definitive policy or ethics statements regarding early childhood music assessment but both should be considered vital priorities for the profession. Most likely only those scholars with profound interest in assessment and teachers with deep understanding of the role of assessment in teaching and learning will volunteer to respond. Everything developed in such a national network will be useful, providing we start with clearly defined, intended outcomes and then develop assessments to document student attainment of those musical outcomes.

Feminist Cyber-Artivism, Musicing, and Music Teaching and Learning

2020 ◽  
pp. 291-312
Author(s):  
Marissa Silverman
Keyword(s):  
Social Media ◽  
Music Education ◽  
Case Studies ◽  
Teaching And Learning ◽  
The Body ◽  
The Internet ◽  
Philosophical Investigation ◽  
Music Teaching ◽  
Music Making ◽  
The Voice

This chapter asks an important, yet seemingly illusive, question: In what ways does the internet provide (or not) activist—or, for present purposes “artivist”—opportunities and engagements for musicing, music sharing, and music teaching and learning? According to Asante (2008), an “artivist (artist + activist) uses her artistic talents to fight and struggle against injustice and oppression—by any medium necessary. The artivist merges commitment to freedom and justice with the pen, the lens, the brush, the voice, the body, and the imagination. The artivist knows that to make an observation is to have an obligation” (p. 6). Given this view, can (and should) social media be a means to achieve artivism through online musicing and music sharing, and, therefore, music teaching and learning? Taking a feminist perspective, this chapter interrogates the nature of cyber musical artivism as a potential means to a necessary end: positive transformation. In what ways can social media be a conduit (or hindrance) for cyber musical artivism? What might musicing and music sharing gain (or lose) from engaging with online artivist practices? In addition to a philosophical investigation, this chapter will examine select case studies of online artivist music making and music sharing communities with the above concerns in mind, specifically as they relate to music education.

scholarly journals Logros de niños y niñas de educación inicial mediante el juego con bloques de Lego (Achievements of Early Childhood Education children through play with Lego blocks)

Retos ◽  
2020 ◽  
pp. 241-249
Author(s):  
Alix María Casadiego ◽  
Karina Avendaño Casadiego ◽  
Leidy Carolina Cuervo ◽  
Gabriel Avendaño Casadiego ◽  
Alvaro Avendaño Rodríguez
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Temporal Relationship ◽  
Free Play ◽  
The Other ◽  
Pedagogical Practices ◽  
Childhood Education ◽  
Didactic Engineering ◽  
Two Phases ◽  
Observation Code

 El juego, además de ser una de las experiencias que más disfrutan niños y niñas durante su etapa en educación inicial, les permite aprender y desarrollarse en forma integral. De acuerdo con ello, el presente estudio tiene como objetivo indagar en cuáles logros en relaciones espaciales, temporales y socioafectivas son más exitosos los niños y las niñas de educación inicial e identificar su evolución durante 10 semanas de observación. La metodología tuvo dos fases: inicialmente, mediante la ingeniería didáctica, se construyó un código de observación y una vez construido se realizaron las observaciones durante 10 semanas de trabajo. Las actividades fueron realizadas, durante las horas de juego libre, en las escuelas donde la Facultad de Educación de la Universidad Surcolombiana realiza sus prácticas pedagógicas. Los resultados mostraron que es en la actividad socio afectiva donde se obtienen mayores logros desde el comienzo de la experiencia; por otro lado, el principal logro se obtiene en la característica relación temporal, relacionada con la capacidad para anticiparse a los acontecimientos o predecir resultados, específicamente en la capacidad de organizar un plan para llevar a cabo una idea, que se logra en un 87%. Abstract. Playing, in addition to being one of the experiences that children enjoy the most during their stage of early childhood education, allows them to learn and develop in an integral way. In accordance with this, the present study aims to investigate which achievements in spatial, temporal and socio-affective relationships are more successful in early childhood education children and to identify their evolution during 10 weeks of observation. The methodology had two phases: initially, through didactic engineering, an observation code was constructed and once it was ready, observations were made during 10 weeks of work. The activities were carried out, during free play hours, in the schools where the Education Faculty of the Surcolombiana University carries out its pedagogical practices. The results showed that it is in the socio-affective activity where the greatest achievements are obtained from the beginning of the experience; on the other hand, the main achievement is obtained in the characteristic temporal relationship, related to the ability to anticipate events or predict results, specifically in the ability to organize a plan to carry out an idea, is achieved 87%.

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