The integration of visual expression in music education for children

Abstract

This study is the result of a two-year experimental collaboration with children from my piano class. Together, the children and I designed a method that uses visual expression as a starting point for composing and visualising music-theoretical concepts. In this method various dimensions of musicality such as listening, creating, noting down and performing are interrelated. The article goes on to compare this method with other piano methods in which visual expression is part of the learning process. The findings indicate that, by using their visual capacity, children can acquire a deeper insight of what music means as structured material and a better understanding of the music terminology.

Transdisciplinary dimensions in the composing activities of children: transfer of strategies and transformation of knowledge

“…Apagyi illustrates her work with examples from Lantos, in which he visualises, inter alia, sound groups. Examples of her teaching method are discussed in Roels and Van Petegem (2014).…”

“…How these building blocks are used, will depend on the interaction between teacher and children. Detailed examples of this transformation process can be found in Roels and Van Petegem (2014).…”

“…To view supplementary material for this article, please visit http://dx.doi.org/10.1017/ S026505171500025X N o t e s 1 Examples in Roels and Van Petegem (2014). 2 Encouraged by her parents, who are not musicians themselves, Tara came to my piano class two weeks before the age of nine.…”

Children’s verbal explanations of their visual representation of the music

“…At the same time, also visual representations, such as graphic representations (e.g., Verschaffel et al., 2010) or invented notations (Carroll, 2017), are being used in several approaches to music learning (e.g., Barrett, 1997, 2000; Davidson & Scripp, 1988; Gromko, 1994; Roels & Van Petegem, 2014). The main standpoint is that drawing while listening to music allows children to imagine and associate their world of experience with the music, leading to a holistic listening experience (Han, 2016).…”

“…Although non-verbal descriptions such as moving and drawing may shed light on the children’s music interpretation, research has emphasized the importance of supporting non-verbal descriptions with the children’s verbal explanations to ensure a richer musical experience (Bamberger, 1998, 2013; Barrett, 2000; Carroll, 2017; Pramling, 2009; Verschaffel et al., 2010). Different variables, such as children’s feelings, and graphic or motor skills, may affect the result of the creative process (Jolley, 2010).…”