1. How Young Children Teach us to Teach
Markus Cslovjecsek
How Young Children Teach us to Teach
Steps Towards an Integrative Music Education
Reflections based on a Paper given at ISME Worldconference Kuala Lumpur;
Exploration developed for ECME Seminar Taipei
Introduction
Exploration
The understanding of learning processes has been fundamentally changed by scientific conclusions of the psychology and the neurophysiology of learning. Learning is understood as a construction process on the part of the learner. It is imperative to create the corresponding learning fields in order to be able to efficiently learn.
This contribution is based on: ► the experiences with different models of the enhanced music education ► the examinations of the basics of the learning psychology and the latest findings in neurophysiology ►an exploration with a sounding learning material
A curriculum with a integrative understanding of music education (music as independent art as well as a means for learning and teaching), can create new learning fields and learning possibilities for preschool and school.
“creafon” is a material providing a learning environment addressing different approaches. Confronting a subject with “creafon”, there are reactions to expect. What we did:
► confronting the subject with the material
► observing reactions
► collecting pictures of card orders
► analyzing the collected data
The Material
„creafon“ is a specially developed creative learning material. The model used in this exploration contents 48 sounding cards:
16 flat cards 8 fine ripped cards 8 row ripped cards 8 fine ripped half cards 8 row ripped half cards
Reflections
Preconditions for an integrative understanding of music:
► to define music the way contemporary artists understand it as well:
everything we do is music (John Cage). ► to perceive music as a sign system of human communication (Spychiger 2001).
The Prelinguistic Learning and The Expertise of Young Children
When we talk about educational learning of young children, there are at least two reasons to develop an interest in their previous learning experiences:
► New knowledge and skills are based on the already acquired knowledge In order to successfully learn, the existing structures and skills have to
be included.
► Young children have just learnt their mother tongue  they are experts at least when it comes to learning languages  their learning methods are highly efficient.
Sound and movement
are the two fundamental means of perception and effect within the cultural development process of humans (Bruner 1983). Only at a later stage, are they being complemented by image and language.
► A major part of the cognitive learning process of the infant supports and
accompanies outcome-oriented action.
► A major part of infantile activity during the first year and a half is extremely
social and communicative.
► Many of the early actions show a surprisingly high level of order and
systematics.
► There is an early ability to follow abstract rules as regards cognitive as
well as communicative aspects.
Results
Prototypes of card orders:
► Young children often explore the material not only in a visual way. They touch it and start to do sounds with the ripped surface.
► Playing the sound of series of cards we observe different reactions and associations. Interest on:
mathematical structures - verbal similarity - music likeness - aesthetics
► If groups have been con-fronted with the material: - different approaches became aware at the same moment - a high amount of verbal and nonverbal communi- cation happens.
division
connection
classification
sequence
Conclusion and Discussion
The learning material „creafon“ provokes different reactions: ► It seems to be a difference in approaches of exploration used by young children compared with school-socialized individuals Does school sufficient respect the learning approaches of young children? ► Musical activity (sound and movement) easily connects to topics in other disciplines like language learning, aesthetics, mathematics, history… How can concepts of teaching music in school strengthen a practice of integrative musical activity in the classroom? ► “creafon” offers visual, aural and haptic approaches to every individual. Groups seem to favor visual approaches.
Further questions: - Exist cultural differences in exploring the learning material “creafon”? - What are the benefits and what are the dangers, when musical activity becomes a means of teaching?
Contact:
Prof. Markus Cslovjecsek
University of Applied Sciences
Northwestern Switzerland
Kuettigerstr. 42
CH 5000 Aarau