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

Article (Scientific journals)

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

Fortuna, Sandra; NIJS, Luc

2020 • In Music Education Research, 22 (1), p. 107 - 127

Peer Reviewed verified by ORBi

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https://hdl.handle.net/10993/58710

DOI
10.1080/14613808.2019.1699521

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Keywords :

body movement; graphical representations; Listening; music meaning; verbal description; music education

Abstract :

[en] Can a bodily engagement with music affect the process of musical meaning formation and, as such, affect children’s graphic representation of music? To address this question a comparative study was conducted in which primary school children (n = 52; age = 9–10) without any formal music education participated in a verbal-based (describe the music verbally) vs. movement-based (showing the music in movement) intervention. Before and after the intervention, children were asked to create a graphical representation (drawing) of the music and to provide a verbal explanation of the drawing in relation to the music. Two kinds of graphically representing the music have been considered: differentiated, capturing one or more musical parameters, and global, based on narrative and metaphorical interpretation. A McNemar test revealed a significant increase of differentiated representations from pre-test and post-test among children involved in a bodily music interaction with a focus on the temporal organisation of the piece. The children’s representational strategies, closely connected to the body articulation, provide relevant insights into the role of body articulation on children’s music mental image.

Disciplines :

Education & instruction

Author, co-author :

Fortuna, Sandra ; IPEM Institute for Systematic Musicology, Ghent University, Ghent, Belgium

NIJS, Luc ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) > Institute of Musicology and Arts ; IPEM Institute for Systematic Musicology, Ghent University, Ghent, Belgium ; IPEM Institute for Systematic Musicology, Ghent University and CORPoREAL, Royal Conservatory Antwerp, Antwerp University, Antwerp, Belgium

External co-authors :

yes

Language :

English

Title :

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

Publication date :

2020

Journal title :

Music Education Research

ISSN :

1461-3808

eISSN :

1469-9893

Publisher :

Routledge

Volume :

Issue :

Pages :

107 - 127

Peer reviewed :

Peer Reviewed verified by ORBi

Additional URL :

https://www.tandfonline.com/doi/pdf/10.1080/14613808.2019.1699521

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