Children’s representational strategies based on verbal versus bodily interactions with music: an intervention-based study

Fortuna, Sandra; Nijs, Luc

doi:10.1080/14613808.2019.1699521

Cited by 12 publications

(13 citation statements)

References 54 publications

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“…Furthermore, the analysis indicated that children involved in listening combined with verbal-based activities used more varied elements in their post-test global drawings, such as symbols, shapes, and figurative images (e.g., castles and wolves), than at the start of the intervention. These findings suggest that learning activities based on different modalities of interaction affect the development of musical meaning making in different ways ( Fortuna and Nijs, 2020a , b ). It is important to note that the verbal learning activities in this study were not dialogic teaching strategies.…”

Section: Introductionmentioning

confidence: 94%

“… Fortuna and Nijs (2020a , b) compared the effects of movement-based activities (“show the music in body movements”) with verbal-based activities (“describe the music verbally”) on children’s (aged 9–10) graphical depictions of a composition (“describe the music with pencils”). After listening to Kangaroos by Saint-Saëns and drawing a representation of the music, the children were asked to explain their drawings in words.…”

Section: Introductionmentioning

confidence: 99%

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Theoretical Framework for Facilitating Young Musicians’ Learning of Expressive Performance

Meissner

2021

Front. Psychol.

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Since communication and expression are central aspects of music performance it is important to develop a systematic pedagogy of teaching children and teenagers expressiveness. Although research has been growing in this area a comprehensive literature review that unifies the different approaches to teaching young musicians expressiveness has been lacking. Therefore, the aim of this article is to provide an overview of literature related to teaching and learning of expressiveness from music psychology and music education research in order to build a new theoretical framework for teaching and learning expressive music performance in instrumental music lessons with children and teenagers. The article will start with a brief discussion of interpretation and expression in music performance, before providing an overview of studies that investigated teaching and learning of performance expression in instrumental music education with adults and children. On the foundation of this research a theoretical framework for dialogic teaching and learning of expressive music performance will be proposed and the rationale explained. Dialogic teaching can be useful for scaffolding young musicians’ learning of expressivity as open questions can stimulate thinking about the interpretation and may serve to connect musical ideas to the embodied experience of the learner. A “toolkit” for teaching and learning of expressiveness will be presented for practical application in music lessons. In addition, a theoretical model will be proposed to further our understanding of teaching and learning of expressive music performance as a multifaceted and interactive process that is embedded in the context of tutors’ and learners’ experiences and environment. Finally, implications of this framework and suggestions for future research will be discussed.

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Section: Introductionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

Theoretical Framework for Facilitating Young Musicians’ Learning of Expressive Performance

Meissner

2021

Front. Psychol.

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“…Therefore, an innovative joint approach should provoke children to loosen their expression, creating a non-judgmental environment in which there is plenty of room for exploration and chances to discover every child's most authentic self. Freedom in music making and exploring with expressive alignment can reinforce new nuances in a child's perception of what music is (e.g., Fortuna and Nijs, 2020). The same goes for movement.…”

Section: Explore and Experimentsmentioning

confidence: 99%

Flourishing in Resonance: Joint Resilience Building Through Music and Motion

Nijs

Nicolaou

2021

Front. Psychol.

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Worldwide, children face adverse childhood experiences, being exposed to risks ranging from, exposure to political violence and forced migration over the deleterious effects of climate change, to unsafe cultural practices. As a consequence, children that seek refuge or migrate to European countries are extremely vulnerable, often struggling with integration in school, peer community, and their broader social circle. This multifaceted struggle can derive from external factors, such as the adaptation process and contact with other children, or internal factors such as the fears and trauma that every child carries within them since they departed from their homeland. To bounce, grow, connect, and create in both adversity and opportunity, children need to build resilience, i.e., the capacity of an individual to maintain stable psychological functioning throughout the course of adversity. On the one hand, building resilience requires developing a set of individual skills (internal protective factors), such as self-control, emotion regulation, self-esteem, and agency. On the other hand, building resilience involves developing social skills (external protective factors), connection, and close relationships. In this theoretical contribution, we review and map existing research to argue that activities based on the combination of music and movement has a strong potential to intensively build resilience. First, we connect the concepts of resilience and eudaimonia, based on the protective factors and key components of resilience. Then we discuss how music and movement, separately, may contribute to building resilience. Next, drawing on the basic mechanisms of musical sense-making, we argue that through combining music and movement, children engage in empowering musical sense-making processes that support building resilience, and in this way, support them to grow together and deeply experience eudaimonic values such as self-awareness, confidence and self-esteem, personal autonomy, connection, belonging, and bonding. Finally, we connect theory to practice. Based on the presented theoretical elaborations and on the authors’ experience as practitioners, we propose a set of guiding principles for the design of movement-based musical activities that foster the internal and external factors necessary to build resilience.

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“…To shed light on why and how the body plays a role in music sense-making and learning, we conducted a prior study, comparing a verbal versus movement-based approach (Fortuna & Nijs, 2020). Results showed that the children involved in movement-based interactions with music display an increased focus on musical parameters and on the temporal organisation of the piece.…”

Section: Introductionmentioning

confidence: 99%

The influence of discrete versus continuous movements on children’s musical sense-making

Fortuna

Nijs

2022

Brit. J. Music. Ed.

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An increasing amount of research emphasises the influence of body movement on the perception of music. This study contributes to the research by investigating whether varied qualities of body movement, when aligned to music may affect the way children attribute meaning to that music. To address this question, 34 children (aged 9–10) were divided into two groups, each of which engaged in distinct listening activities by aligning with discrete versus continuous movements on diverse pieces of music. As a pre- and post-test, children were first invited to move freely to a piece of music and subsequently to draw a visual representation of the piece. Finally, they were asked to verbally explain how the drawings were linked with the music. Findings, based on the children’s drawings and verbal explanations, offer interesting insights on the way different qualities of body movement can influence the categories of visual representations, arousal and voices of the music described. Moreover, the role of visual representation emerges as a way to gain insight into a child’s musical sense-making, principally when the product is analysed together with the process and the gestures employed to accomplish it. The findings of this study may offer relevant insights for music education. Firstly, in the way movement may influence music sense-making and secondly, how multimodal interaction (bodily, visual and verbal) may inform the process of musical understanding in children.

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Children’s representational strategies based on verbal versus bodily interactions with music: an intervention-based study

Cited by 12 publications

References 54 publications

Theoretical Framework for Facilitating Young Musicians’ Learning of Expressive Performance

Theoretical Framework for Facilitating Young Musicians’ Learning of Expressive Performance

Flourishing in Resonance: Joint Resilience Building Through Music and Motion

The influence of discrete versus continuous movements on children’s musical sense-making

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