Introducing a Sound-Based Music Education in Early Childhood: The Role of Sonic and Musical Tools in the Development of Teleomusicality
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| Title: | Introducing a Sound-Based Music Education in Early Childhood: The Role of Sonic and Musical Tools in the Development of Teleomusicality |
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| Language: | English |
| Authors: | Ana Luísa Veloso, Clarissa Foletto |
| Source: | Music Education Research. 2025 27(1):54-72. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Early Childhood Education, Music Education, Acoustics, Audio Equipment, Child Development, Toddlers, Preschool Children, Foreign Countries, Inclusion, Auditory Stimuli, Aural Learning |
| Geographic Terms: | Portugal |
| DOI: | 10.1080/14613808.2024.2447239 |
| ISSN: | 1461-3808 1469-9893 |
| Abstract: | In recent years, and within the scope of moving towards more inclusive and democratic classrooms, some scholars have proposed developing approaches to Music Education that depart from sound and sounding phenomena as larger categories that might incorporate the diverse trajectories and life experiences of children. In accordance with this initial position, this article correspondingly examines just what sonic and musical tools might more easily afford young children with meaningful interactions with sound and their sonic environments in the framework of developing Sound-based Music Education for early childhood. Our findings highlight the importance of introducing new sonic tools -- including recording, amplification, and augmented listening -- into developing diversified and meaningful musical activities with young children. These findings also simultaneously highlight the need to develop new definitions of music, extending to the entire sound pallet that surrounds us, and representative of the different musical paths and identities that children develop throughout their lives. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1465899 |
| Database: | ERIC |
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| Abstract: | In recent years, and within the scope of moving towards more inclusive and democratic classrooms, some scholars have proposed developing approaches to Music Education that depart from sound and sounding phenomena as larger categories that might incorporate the diverse trajectories and life experiences of children. In accordance with this initial position, this article correspondingly examines just what sonic and musical tools might more easily afford young children with meaningful interactions with sound and their sonic environments in the framework of developing Sound-based Music Education for early childhood. Our findings highlight the importance of introducing new sonic tools -- including recording, amplification, and augmented listening -- into developing diversified and meaningful musical activities with young children. These findings also simultaneously highlight the need to develop new definitions of music, extending to the entire sound pallet that surrounds us, and representative of the different musical paths and identities that children develop throughout their lives. |
|---|---|
| ISSN: | 1461-3808 1469-9893 |
| DOI: | 10.1080/14613808.2024.2447239 |
