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Recognising intra-actions of music and pupil.

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Title: Recognising intra-actions of music and pupil.
Authors: Kvile, Synnøve1 Synnove.Kvile@hvl.no, Christophersen, Catharina1
Source: Music Education Research. May2023, Vol. 25 Issue 2, p205-215. 11p.
Subject Terms: *Music education, *Student engagement, *Teaching methods, *Social norms, *Classroom environment, *Primary education
Geographic Terms: Norway
Abstract: Music is deeply entangled with human activity and can play various roles in our lives, also in the lives of children. A large part of children's day-to-day life in Norway takes place within a school context. However, research on children's musical lives within a primary school context is scarce, and there is little knowledge of how pupils engage and interact with music throughout their school day. Building on classroom observations of 4th graders in a Norwegian primary school, this article addresses the intra-actions of pupil(s) and music(s) at school from a posthuman and new materialist perspective. Through a diffractive reading of data and a 'thinking with theory' approach, we investigate how pupils and music intra-act within material-discursive school practices. Our results show that the intra-actions of music(s) and pupil(s) are connected to the norms and rules regulating the classroom and that these understandings have material effects. [ABSTRACT FROM AUTHOR]
Copyright of Music Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Music is deeply entangled with human activity and can play various roles in our lives, also in the lives of children. A large part of children's day-to-day life in Norway takes place within a school context. However, research on children's musical lives within a primary school context is scarce, and there is little knowledge of how pupils engage and interact with music throughout their school day. Building on classroom observations of 4th graders in a Norwegian primary school, this article addresses the intra-actions of pupil(s) and music(s) at school from a posthuman and new materialist perspective. Through a diffractive reading of data and a 'thinking with theory' approach, we investigate how pupils and music intra-act within material-discursive school practices. Our results show that the intra-actions of music(s) and pupil(s) are connected to the norms and rules regulating the classroom and that these understandings have material effects. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Music Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/14613808.2023.2193204
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              Text: May2023
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