Impacts of goal-oriented music education in early interaction

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A theoretical background concerning interactional purposes of music education is described in this article. It serves as a basis for a PhD-action study [40] called the Belly-Button Chord, carried on Grounded Theory out [14]. The theoretical basis was providing a framework for music education even from the prenatal stage and increasing understanding according the role of music education as a support for interaction.
Many prior studies have focused on the power of the voice, even prenatally. In this study, music education was considered as a holistic event. It was assumed versatile musical experiences would have an impact to the mother and the fetus. The learning comprehension was constructivist [e.g. 15; 43; 62; 90; 94]. The fetus’ / infant’s development was explored based on the ethological theory [35]. A profound learning process was observed as a sum of the sense, the emotions and the body working together [17]. Goals to musical actions were set.
Learning begins prenatally [11]. Music education has holistic and musical, developmental effects. Emotions are important and mutual in music [37], for a mother and a child. Music education can be used as support for communicational skills. Music can be understood as communication: communication contains musical qualities [22].
Original languageEnglish
Title of host publicationProceedings on CD-ROM of the Second European Conference on Developmental Psychology of Music
Subtitle of host publicationThe 2nd European Conference on Developmental Psychology of Music
PublisherUniversity of Roehampto
Number of pages9
Publication statusPublished - 2008
Externally publishedYes
Publication typeA4 Article in conference proceedings


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