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ERIC Number: EJ1000244
Record Type: Journal
Publication Date: 2012
Pages: 15
Abstractor: As Provided
Reference Count: 94
ISSN: ISSN-0004-9484
Transformative Music Invention: Interpretive Redesign through Music Dialogue in Classroom Practices
Tomlinson, Michelle
Australian Journal of Music Education, n1 p42-56 2012
In this thematic case study in a rural primary school, young children of diverse socio-cultural origins use transformative and transmodal redesign in music as they explore new conceptual meanings through self-reflexive interaction in classroom music events. A focus on music dialogue created by interaction between modes is seen to promote inclusiveness and transformation of learning. This praxial approach to music learning in the classroom context uncovers hidden dogma used to justify existing structures in the curriculum. In music education in Australia there is still a common failure to acknowledge that embodied and situated music making found in "everyday life" (De Nora, 2011) is linked to conceptual knowledge of music. In this study, investigating young children's selections of semiotic resources when redesigning meaning in a dialogue of modes enables educators to determine how conceptual knowledge of music is established, extended and expanded through children's developing understanding of the elements of music during redesign. The complexity of young children's use of music imagery and genre and their grasp of music concepts is evident in their interactions in classroom music events. Awareness of the space of music dialogue allows for a deeper insight in children's capacity for music invention. (Contains 2 figures and 3 transcripts.)
Australian Society for Music Education. P.O. Box 5, Parkville, Victoria 3052, Australia. Tel: +61-3-9925-7807; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia