Abstract
Music-making has long been associated with ways of knowing that enable enhanced experiences of reality. This study explores children’s (aged 7-10 years) experiences of music-making outdoors in a nature reserve and the potential for aesthetic ways of knowing affecting their musical experiences and sense of relationship with the more-than-human world.
Three schools took part and groups of children were randomly selected from each school to undertake semi-structured interviews. Analysis of the transcribed interviews showed that children’s music-making afforded them artistic or aesthetic ways of knowing giving them an enhanced experience of the natural world, themselves and their music making.
Three schools took part and groups of children were randomly selected from each school to undertake semi-structured interviews. Analysis of the transcribed interviews showed that children’s music-making afforded them artistic or aesthetic ways of knowing giving them an enhanced experience of the natural world, themselves and their music making.
| Original language | English |
|---|---|
| Pages (from-to) | 693-704 |
| Number of pages | 12 |
| Journal | Education 3-13 |
| Volume | 53 |
| Issue number | 5 |
| DOIs | |
| Publication status | Published - 12 Apr 2025 |
Keywords
- aesthetic
- music
- nature
- pedagogy
- Primary school