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| Autor/in | Yanko, Matthew |
|---|---|
| Titel | Learners' Identity through Soundscape Composition: Extending the Pedagogies of Loris Malaguzzi with Music Pedagogy |
| Quelle | In: LEARNing Landscapes, 12 (2019) 1, S.271-284 (14 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1913-5688 |
| Schlagwörter | Self Concept; Music Education; Reggio Emilia Approach; Grade 1; Grade 2; Listening; Auditory Stimuli; Geographic Location; Music Teachers; Music Activities; Reflection; Elementary School Students; Creativity; Singing; Musical Instruments; Identification (Psychology) |
| Abstract | It is astonishing to observe, listen, and co-learn with children as they engage with music to expand beyond the possible with their meaning-making abilities--immersing themselves in a hundred languages of music inspired by Loris Malaguzzi. In the current study, I examine how children in a split Grade 1/2 class explore and represent the sounds associated with city landmarks through soundscape composition. In particular, I focus on how students partake in the negation of identity. As a result of that, I have come to discover that by listening to children's soundscapes we may be able to feel something new about particular landmarks, contemplate its value to citizens, and learn more about the meaning making of children. (As Provided). |
| Anmerkungen | LEARN (Leading English Education and Resource Network). 2030 Dagenais Blvd West, 2nd Floor, Laval Quebec H7L 5W2 Canada. Web site: https://learninglandscapes.ca/index.php/learnland |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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