Developing communicative competencies in children with functional diversity through music technology: a posthuman perspective.
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| Title: | Developing communicative competencies in children with functional diversity through music technology: a posthuman perspective. |
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| Authors: | Cheng, Lee1 (AUTHOR) lee.cheng@aru.ac.uk, Lam, Chi Ying2 (AUTHOR) |
| Source: | Music Education Research. Jul2025, Vol. 27 Issue 3, p230-244. 15p. |
| Subject Terms: | *Life skills, *Critical thinking, *Child development, *Maturation (Psychology), *Educational outcomes |
| Abstract: | Amidst growing interest and accumulating evidence that learning music can enhance the intellectual, social, and personal development of children, there remains a notable gap in addressing how it can benefit children with functional diversity. Adopting a posthuman perspective, this paper asserts that the design and use of technology can provide a viable means of developing their communicative, music-making competencies. To support this claim, we present an action research project that developed a mobile music app and applied it to the facilitation of functionally diverse children's communication and expressive training. Through a discussion of the findings, we aim to explore how technology-aided music can bridge communicative barriers for children who relate better to the non-verbal aspects of music, an exploration that leads to a critical reflection on the nature of those institutionalised music pedagogies that focus primarily on measurable and fixed learning outcomes. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Amidst growing interest and accumulating evidence that learning music can enhance the intellectual, social, and personal development of children, there remains a notable gap in addressing how it can benefit children with functional diversity. Adopting a posthuman perspective, this paper asserts that the design and use of technology can provide a viable means of developing their communicative, music-making competencies. To support this claim, we present an action research project that developed a mobile music app and applied it to the facilitation of functionally diverse children's communication and expressive training. Through a discussion of the findings, we aim to explore how technology-aided music can bridge communicative barriers for children who relate better to the non-verbal aspects of music, an exploration that leads to a critical reflection on the nature of those institutionalised music pedagogies that focus primarily on measurable and fixed learning outcomes. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 14613808 |
| DOI: | 10.1080/14613808.2025.2484195 |
