Becoming performers: Creating participatory spaces collaboratively
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At the heart of collective and connected learning experiences, particularly in the performing arts, lies the role and nature of participation. As with the processes of group improvisation and composition, the principles of leadership for facilitating participatory practices in the primary classroom involve teachers working as coaches for musical performance and as collaborative participators in specific performance organisation, orientation and activity. Reflecting on what makes for creative teaching distinguishes the creative workshop, educational culture or learning environment from the practice of 'painting by numbers' where product, rather than process, dominates. Working as a learning community, in a creative environment which supports live music making and personal development, the primary classroom needs to address a wide range of interests and experiences. Engaging children collaboratively in participatory practices means all parties should be open to the other's views, regardless of whether or not they are expressing an opinion in the other's area of expertise or interest (Cooper and McIntyre, 1993).
Teaching Music Creatively