Learning and knowing songs: a study of children as music teachers

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• 作者：Tina Kullenberg ; Niklas Pramling
• 关键词：Instruction ; Teaching ; Learning ; Singing ; Children ; Sociocultural perspective
• 刊名：Instructional Science
• 出版年：2016
• 出版时间：February 2016
• 年：2016
• 卷：44
• 期：1
• 页码：1-23
• 全文大小：806 KB
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• 作者单位：Tina Kullenberg (1)
  Niklas Pramling (2)
  
  1. School of Education and Environment, Kristianstad University, 29188, Kristianstad, Sweden
  2. Department of Education, Communication and Learning, University of Gothenburg, 40530, Göteborg, Sweden
  
• 刊物类别：Humanities, Social Sciences and Law
• 刊物主题：Education
  Learning and Instruction
  Education
  
• 出版者：Springer Netherlands
• ISSN：1573-1952

文摘

In this study we analyze how learners constitute what it means to learn and know a song. This is investigated in the context of four 9- to 10-year-old children in dyads teaching each other to sing a song of their own choosing. How the children take on this task is studied in terms of how they dialogically co-construct pedagogical and musical values throughout the collaborative tasks. The empirical data consist of video observations of the children engaged in dyads. Informed by a sociocultural perspective, with an emphasis on mediational means, scaffolding and appropriation, the study seeks to examine how young people’s instructional methods are facilitated and constrained by communicative resources of different kinds. The empirical data is analyzed as interactively unfolding activity. The study shows that the children make a distinction between learning and knowing a song, in terms of tool use. In teaching, learning is communicated as supported by mediational means in the form of external visualization tools, while knowing the song, from the participants’ point of view means to be able to sing the song without any such mediational means. From a sociocultural theoretical perspective, this difference is conceptualized as the gradual learning process of moving from a materialized practice, based on external artifacts, to an embodied practice, that is, a change in mediational means rather than developing musical knowing without tools. Keywords Instruction Teaching Learning Singing Children Sociocultural perspective