dc.contributor.author | Tomlinson, Michelle Margaret | |
dc.date.accessioned | 2015-01-10 | |
dc.date.accessioned | 2015-02-12T04:23:06Z | |
dc.date.accessioned | 2017-03-01T23:50:18Z | |
dc.date.available | 2015-02-12T04:23:06Z | |
dc.date.available | 2017-03-01T23:50:18Z | |
dc.date.issued | 2014 | |
dc.identifier.issn | 0020-7187 | |
dc.identifier.doi | 10.1007/s13158-014-0128-3 | |
dc.identifier.uri | http://hdl.handle.net/10072/66209 | |
dc.description.abstract | This critical enquiry into co-construction of meaning in music play uses
applied literacy practices to explore children’s multimodal interactions. It shows
evidence of cultural and social framing of their music making, their forms of
organisation and ways of reinventing cultural knowledge during interaction. Using
visual methodology and multimodal analysis, this study documents how children in
diverse contexts intentionally transmit and redesign prior knowledge. Two case
studies of diverse music activities, one in an early childhood rural setting and one in
an inner-urban home setting, detail how two five-year-old children expanded
communication with each other or with an adult using gestural, audio, spatial and
visual modes as semiotic resources. These two multimodal experiences in music
play are discussed to demonstrate how, in both situated events, young children
demonstrated semiotic import of composing resources to transform prior knowledge
in co-operative play. The activities illustrate how music play is a crucial element of
everyday learning in early childhood settings. Teachers may promote learning by
providing opportunities for children to co-construct and enact literacy in ways that
transcend the curricular context. They expand literacy into larger worlds by recognising
modes of gesture and spatial relations as students communicate life
experiences through music play. | |
dc.description.peerreviewed | Yes | |
dc.description.publicationstatus | Yes | |
dc.publisher | Springer | |
dc.publisher.place | Netherlands | |
dc.relation.ispartofstudentpublication | N | |
dc.relation.ispartofpagefrom | 1 | |
dc.relation.ispartofpageto | 16 | |
dc.relation.ispartofjournal | International Journal of Early Childhood | |
dc.relation.ispartofvolume | na | |
dc.rights.retention | Y | |
dc.subject.fieldofresearch | Creative Arts, Media and Communication Curriculum and Pedagogy | |
dc.subject.fieldofresearch | Education Systems | |
dc.subject.fieldofresearch | Other Education | |
dc.subject.fieldofresearchcode | 130201 | |
dc.subject.fieldofresearchcode | 1301 | |
dc.subject.fieldofresearchcode | 1399 | |
dc.title | Young Children’s Music Play Ideas: Two Case Studies of Syncretic Literacy Practice in Classroom and Home Settings | |
dc.type | Journal article | |
dc.type.description | C1 - Articles | |
dc.type.code | c1 | |
gro.faculty | Arts, Education and Law | |
gro.hasfulltext | No Full Text | |
gro.griffith.author | Tomlinson, Michelle M. | |