Developing Categories for Children's Creative and Responsive Musical Actions in Group Improvisation: A Mixed Methods Action Research Study

Autor/inn/en	MacGlone, Una M.; Wilson, Graeme B.; MacDonald, Raymond A. R.
Titel	Developing Categories for Children's Creative and Responsive Musical Actions in Group Improvisation: A Mixed Methods Action Research Study
Quelle	In: Early Child Development and Care, 191 (2021) 12, S.1939-1955 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (MacGlone, Una M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2020.1862821
Schlagwörter	Creativity; Music Activities; Creative Activities; Workshops; Foreign Countries; Preschool Children; Preschool Education; Interpersonal Communication; Nonverbal Communication; Eye Movements; Singing; Group Activities; Musical Instruments; United Kingdom (Glasgow) + Suchen Sie Ihr Suchwort? Kreativität; Musikalische Aktion; Lernwerkstatt; Schulung; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interpersonale Kommunikation; Non-verbal communication; Nonverbale Kommunikation; Augenbewegung; Gesang; Gruppenaktivität; Musikinstrument
Abstract	Defining categories of musical actions in improvisation with young children is challenging due to the spontaneous, creative and emergent nature of interactions. Following a literature review, two new constructs were proposed to circumscribe and classify different types of events in improvisation, Creative Musical Agency (CMA) and Socio-Musical Aptitude (S-MA). These were refined and tested through eight phases of mixed-methods research. Two cycles of improvisation workshops were video-recorded. Multimodal Video Analysis of musical, gaze and gestural Modes of Communication contextualized with field notes was used to refine constructs. Two raters independently observed and rated children's improvisations as showing CMA, S-MA or neither, giving reasons for difficulty or ambiguity in using constructs in separate interviews. Raters demonstrated fair agreement for CMA (?appa 0.21) and moderate agreement for S-MA (Kappa 0.5). Development of these constructs offers a valuable way of understanding the complexity of young children's musical actions and mental processes in improvisation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01