Development of non-language-based musical activities to support newly arrived migrant children’s musical participation in school life
Smolander, Marjo (2023)
2023
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2023121035749
https://urn.fi/URN:NBN:fi:amk-2023121035749
Tiivistelmä
This study proved that a non-language-based approach to music teaching increased the active participation and inclusion of newly arrived migrant children when comprehending instructions and joining in activities that did not require understanding a certain language. The study explored a non-language-based approach to music teaching to migrant children in preparatory education in Finland.
Through an ethnographic study, it was investigated how children's participation was manifested and what supported children’s participation in the music lessons from pedagogical and children’s perspectives. The study aimed to decrease the excluding power of language in music-teaching situations and develop inclusive music-teaching practices that could enable children’s participation when the teacher and children do not have a common language.
Children’s musical participation was examined through seven categories: 1) Non-participation, 2) Silent participation, 3) Subtle conventional participation, 4) Excepted conventional participation, 5) Creative participation, 6) Adventurous participation, and 7) Eccentric participation. Categories 3-5 appeared the most. They can be seen supporting teacher-led interaction. The category of participation expressed by a child could change quickly and often.
Functional methods to support children’s participation in musical activities were holistic and embodied the use of the whole body and voice to give instructions and lead lessons. Furthermore, children's creativity was used abundantly in teaching/learning based on imitation.
The school class that participated in the study consisted of 11 children of which seven had the same mother tongue. Shared language in the class supported children's peer learning and thus supported inclusion when looking at the class as a whole. However, at the same time, the language had an excluding effect on those who did not belong to the language group. Children’s participation was more holistic and active when activities were done with a friend or a child of the same assumed gender. The multiplicity of participation became apparent through non-verbal interaction.
Through an ethnographic study, it was investigated how children's participation was manifested and what supported children’s participation in the music lessons from pedagogical and children’s perspectives. The study aimed to decrease the excluding power of language in music-teaching situations and develop inclusive music-teaching practices that could enable children’s participation when the teacher and children do not have a common language.
Children’s musical participation was examined through seven categories: 1) Non-participation, 2) Silent participation, 3) Subtle conventional participation, 4) Excepted conventional participation, 5) Creative participation, 6) Adventurous participation, and 7) Eccentric participation. Categories 3-5 appeared the most. They can be seen supporting teacher-led interaction. The category of participation expressed by a child could change quickly and often.
Functional methods to support children’s participation in musical activities were holistic and embodied the use of the whole body and voice to give instructions and lead lessons. Furthermore, children's creativity was used abundantly in teaching/learning based on imitation.
The school class that participated in the study consisted of 11 children of which seven had the same mother tongue. Shared language in the class supported children's peer learning and thus supported inclusion when looking at the class as a whole. However, at the same time, the language had an excluding effect on those who did not belong to the language group. Children’s participation was more holistic and active when activities were done with a friend or a child of the same assumed gender. The multiplicity of participation became apparent through non-verbal interaction.