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1. Developing Children's Self Initiated Music Making through the Creation of a Shared Ethos in an Early Years Music Project

Author

Naughton, Christopher and Lines, David

Abstract

The three-month "Changing Places" project involved early childhood student teachers working with music students in developing children's music in centres in Auckland, New Zealand. The project set out to challenge the calculative aspect in music learning (Heidegger, 1993). The term calculative in this instance describes learning seen as music as preordained tasks. The music students involved in the project understood music in the form of a predefined score to be perfectly realised, while the early childhood teachers were familiar with a repertoire of early childhood songs and music played on a CD with pre-ordained actions to be performed at mat times. Data for the study was obtained through video recordings of student pairs working with children in centres, audio recordings of shared dialogues between students and online moodle discussions. This paper describes the different ways in which the two sets of students through their dialogue developed a shared ethos that countered their previous approaches and understandings of music education. The suggestion is made that the task itself, of developing self initiated music making with children, facilitated this open exploration and change of musical education ideas.

Published
2013

2. Move, Act, Play, Sing (MAPS): Exploring Early Childhood Arts Teaching and Learning Strategies and Concepts through Community Arts Interventions

Author

Teaching and Learning Research Initiative (New Zealand), Lines, David, Naughton, Chris, Roder, John, Matapo, Jacoba, Whyte, Marjolein, and Liao, Tiffany

Abstract

This project/report worked with three early childhood education centres who have adopted the Reggio Emilia philosophy of educational practice. Each centre works with children and parents in close collaboration and all the staff and centre management are committed to the project. The aim of this project was to work with each centre in developing performing arts experiences devised by children with support from community artists specialising in dance, drama and music. In particular the project seeks to develop an understanding of: (1) the process whereby children's ideas can be developed through active engagement with centre staff and specialist community artists; (2) what particular pedagogical processes and outcomes can be identified through the Reggio approach in a community arts setting; and (3) what changes occur for staff involved in a project of this kind in relation to their teaching and approach to the performing arts. Reggio inspired centres have rapidly grown in number in New Zealand as parents and teachers have seen the advances made through adopting this pedagogical approach to learning. The research aims to examine how Reggio pedagogy might be adopted in a performing arts initiative. Currently there is little research on this work or how staff might benefit from working alongside community artists. The criteria for success in this project will be in tracking children's engagement in the making and performance of their ideas and the ability of the selected centres to create their own work and take that out into the community at large.

Published
2014

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