Young children’s experiences of music and soundings in museum spaces: lessons, trends and turns from the literature

This article considers the value and role of early years music and sound activities in museum spaces – in relation to children themselves, as well as to their families and wider communities. The article reviews literature around early years music and sound activities; early childhood and the museum; and the use of music and sound in museum spaces – reflecting on reconceptualisation’s of the child within museum spaces and in relation to music and sound. In particular, the article highlights gaps in the literature that present an opportunity to explore the role of music and sound with young children (and particularly with so-called ‘hard-to-reach’ communities or families) within museums

Taking a learner-centred approach to music education: pedagogical pathways

Adopting a fresh approach to the assumptions and concepts which underlie musical learning, Taking a Learner-Centred Approach to Music Education provides comprehensive guidance on professional and pedagogical aspects of learner-centred practice. This essential companion offers a pedagogy which is at once informed by theoretical understandings, and is underpinned by experience, practical examples, case studies and self-reflection. Initial chapters explore the theoretical dimensions of learner-centred music education, touching on aspects including collaborative learning, the learning environment and pedagogical sensitivity. Latter chapters delve deeper into the practical application of these teaching strategies and methods. The book invites its reader to reflect on topics including: music, emotions and interaction; the voice and body as instruments; making music visible and tangible; improvising and learning music with instruments; working with groups in creative activities; the music pedagogue as a sensitive and creative instrument. Taking a Learner-Centred Approach to Music Education will deepen understanding, facilitate reflection and inspire new approaches to teaching in the field of music. It is essential reading for current and future practitioners involved in music education, early childhood music practice, community music, music therapy and special needs education. *** An interview with Dr Pitt about this book, focusing particularly on Chapter 4 (Pedagogy - A Sensitive and Improvisatory Practice), is available on YouTube, see: https://www.youtube.com/watch?v=a4zHgZzmg5w **

What are they learning? - exploring the tensions and complexities in a learner-centred approach to early childhood music education

There is a need to understand and interpret early childhood education approaches for music learning situations. The shift towards a more learner-centred paradigm poses questions for reflection. This presentation seeks to explore terminology and concepts about learning and music education in early childhood. The aim is to give an overview of this broad topic and to offer a focus for further analysis. The presentation unpicks the pedagogue’s and the learner’s positioning along a continuum from a teacher-centred to a learner-centred approach (see van Langenhove, & Harre ́, 1999). Questions that have guided our dialogue with the literature: What are the tensions, complexities and dilemmas inherent in following the child’s lead in a group music situation? What are the ways in which children’s musical initiatives can be included and valued in a group learning process? Is there a place for pedagogue-led elements in learner-centred music learning? One-to-one following of a child’s musical initiatives may be easier to understand and incorporate into practice than adopting child-led ideas in a group-learning situation. If we conceive of the group learning process as collaborative the dialogue and the initiatives, the power and contributions are shared and negotiated within the community of practice (Lave and Wenger, 1991; Wenger, 1998). The pedagogue facilitates the process by drawing together the threads and ideas to shape the artistic shared moment. Issues of the location of power, authority, control, knowledge and creativity in early childhood music education as well as questions about the characteristics of quality music teaching in this situation will be discussed in the presentation. Our findings include some key issues about how to develop and define quality music practice; assessment of learning and pedagogical attributes in early childhood music education. We hope that the discussions will raise more questions to further the contribution to knowledge that is needed in our sector

MUSICEUM: museums as spaces for early childhood music-making: a mapping exercise: report to the Research Committee, University of Cambridge Faculty of Education

This pilot study, funded by Cambridge University, brought together a team of experts at the University of Cambridge (Early Years Creativities & Music practice), Middlesex University (Early Childhood Education & Museum Education), Manchester Metropolitan University (Museum Education, Communities, Childhood, Sensory Ethnography and Visual Methodologies), Roehampton University (Early Childhood Education, Early Years Music Education) and Helsinki Metropolia University of Applied Sciences (Early Childhood Music Education and Community Music)