Scaffolding children’s musical creativity : a case of a kindergarten teacher in Hong Kong
Data(s) |
2010
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Resumo |
Drawn from a larger mixed methods study, this case study provides an account of aspects of the music education programme that occurred with one teacher and a kindergarten class of children aged three and four years. Contrary to transmission approaches that are often used in Hong Kong, the case depicts how musical creativity was encouraged by the teacher in response to children’s participation during the time for musical free play. It shows how the teacher scaffolded the attempts of George, a child aged 3.6 years to use musical notation. The findings are instructive for kindergarten teachers in Hong Kong and suggest ways in which teachers might begin to incorporate more creative approaches to musical education. They are also applicable to other kindergarten settings where transmission approaches tend to dominate and teachers want to encourage children’s musical creativity. |
Formato |
application/pdf |
Identificador | |
Publicador |
Cambridge University Press |
Relação |
http://eprints.qut.edu.au/38152/1/c38152.pdf DOI:10.1017/S0265051710000045 Grieshaber, S. & Lau, W.C.M. (2010) Scaffolding children’s musical creativity : a case of a kindergarten teacher in Hong Kong. British Journal of Music Education, 27(2), pp. 127-140. |
Direitos |
Copyright 2010 Cambridge University Press |
Fonte |
Faculty of Education; Institute for Creative Industries and Innovation; School of Early Childhood |
Palavras-Chave | #130300 SPECIALIST STUDIES IN EDUCATION #musical notation #music education programme |
Tipo |
Journal Article |