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Music and Language - Children´s Learning in an Action Research Study

by Katharina Dahlbäck

– How can music be mediated in the learning of language?
– How can language be mediated in the learning of music?
– In which ways do the pupils participate?

The aim of the study is to develop more knowledge concerning how children learn music and language.

The focus of the study is in what ways music and language can work together in children’s literacy and musical development. I have worked with a teacher in an action research study. Action research can be described as a spiral combining planning, action and observation. The seven years old children start their day, four days a week, with a structured program where music and the Swedish language are in focus, mixed in different exercises.

– We use music and songs to learn letters, words and texts.
– We use language and symbols to learn about music.
– To internalise the children’s knowledge, several steps are repeated.

The context in the classroom is a place where we can learn together as described by Vygotskys theory about the zone of the proximal development. Common features in music and language, such as sound elements (pitch, timbre), rhythm, melody, syntax and meaning are important in the study. In common school settings, language is seen as a theoretic subject, thus more important than music which is often seen as a practical subject. I claim that music, as well as language, are both theoretical and practical and thus equally important. They are also important for the aesthetic expression and communication.

Contact: katharina.dahlback@hsm.gu.se

Page Manager: Tobias Egle|Last update: 6/20/2012
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