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A Cultural Psychology of Music Education$
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Margaret S. Barrett

Print publication date: 2010

Print ISBN-13: 9780199214389

Published to Oxford Scholarship Online: January 2011

DOI: 10.1093/acprof:oso/9780199214389.001.0001

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When the music is theirs: scaffolding young songwriters

When the music is theirs: scaffolding young songwriters

Chapter:
(p.83) Chapter 5 When the music is theirs: scaffolding young songwriters
Source:
A Cultural Psychology of Music Education
Author(s):

Jackie Wiggins

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199214389.003.0005

This chapter presents a study of teacher-supported collaborative songwriting events which provides a context for the investigation of learner agency and teacher scaffolding in children's musical learning. The study is based on the premise that learning is an interactive social process that is characterized by negotiation and mutuality, undertaken in a community of practice, and located in physical settings (often classrooms) that in turn shape the nature, intent, and purposes of interaction. Through a careful analysis of the actions of teachers scaffolding children's musical learning, the chapter explores the ways in which teacher actions may enable and/or constrain student learning and sense of agency in the music-making process, and the ways in which learners draw on the cultural signs and tools at their disposal to make meaning from these experiences. The presentation of scaffolding as a teaching strategy acknowledges contrasting views of the pedagogical intentions and learning outcomes of scaffolding.

Keywords:   music teaching, music education, music learning, teacher scaffolding, songwriting activities

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