MUSIC LISTENING IN EDUCATIONAL CONTEXTS: REPRESENTATION OF MUSIC THROUGH LANGUAGE AND VISUAL ARTS BY FOURTH GRADE PRIMARY STUDENTS

Eirini Nikolaou, Dimitris Theodorakopoulos, Alexandra Galani

Abstract


This study focuses on exploring fourth grade (9-year-old) primary students’ (N=11) reflections on the opportunities they were given to externalise their emotions and thoughts induced by music by participating in music listening activities, in a general primary classroom context. The students worked in pairs; they first listened to four short musical excerpts, and they were then invited to represent them verbally, through writing, and visually, through painting. The participants recorded their ideas on worksheets. Data were collected over a 6-week period through participant observation/observational notes, a questionnaire with closed-ended questions, semi-structured interviews as well as on the basis of the students’ produced work. Overall, the primary students were positive towards the activities expressed regarding the activities, as they had the opportunity to express themselves, to escape from the routine of everyday school life and the stress of classes, to enhance their imagination and creativity, to interact with their peers and to participate in something that they enjoyed and wished to be repeated in the future.

 

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music listening in primary classroom, language, visual arts, emotions, creativity

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References


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DOI: http://dx.doi.org/10.46827/ejes.v11i11.5585

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