Posthumanism in Cultivating Children's Musical Creative Practice: A Theoretical Framework and Case Study from a Primary School
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| Title: | Posthumanism in Cultivating Children's Musical Creative Practice: A Theoretical Framework and Case Study from a Primary School |
|---|---|
| Language: | English |
| Authors: | He Jiang (ORCID |
| Source: | Music Education Research. 2026 28(1):66-79. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Music Education, Elementary School Students, Music Activities, Creative Activities, Creative Development, Creativity, Humanism, Multisensory Learning, Artificial Intelligence, Ethics, Man Machine Systems, Interaction, Foreign Countries |
| Geographic Terms: | China |
| DOI: | 10.1080/14613808.2025.2611223 |
| ISSN: | 1461-3808 1469-9893 |
| Abstract: | In response to the growing theoretical momentum of posthumanism in education, this study examines how posthumanist-informed pedagogies influence children's musical creativity. While the theoretical discourse is rich, its operationalisation into structured, classroom-based practice within mainstream music education remains underexplored. This study, therefore, proposes a structured framework integrating posthumanism and new materialism to cultivate creative music practice among grade three (aged 9-11) primary school students. Using an educational design research, I developed themed lessons that incorporated multisensory, improvisational activities featuring natural elements, materials, and AI-generated music. Data from observations and interviews revealed that this approach: (1) expands creative agency to include non-human collaborators; (2) fosters ethical relationships with non-humans; (3) enhances ecological literacy; (4) repositions educators as co-researchers. Findings highlight posthumanist music education as a site for rethinking creativity as embodied and ecologically attuned, offering practical implications for reconfiguring learning environments and teacher roles. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505645 |
| Database: | ERIC |
| Abstract: | In response to the growing theoretical momentum of posthumanism in education, this study examines how posthumanist-informed pedagogies influence children's musical creativity. While the theoretical discourse is rich, its operationalisation into structured, classroom-based practice within mainstream music education remains underexplored. This study, therefore, proposes a structured framework integrating posthumanism and new materialism to cultivate creative music practice among grade three (aged 9-11) primary school students. Using an educational design research, I developed themed lessons that incorporated multisensory, improvisational activities featuring natural elements, materials, and AI-generated music. Data from observations and interviews revealed that this approach: (1) expands creative agency to include non-human collaborators; (2) fosters ethical relationships with non-humans; (3) enhances ecological literacy; (4) repositions educators as co-researchers. Findings highlight posthumanist music education as a site for rethinking creativity as embodied and ecologically attuned, offering practical implications for reconfiguring learning environments and teacher roles. |
|---|---|
| ISSN: | 1461-3808 1469-9893 |
| DOI: | 10.1080/14613808.2025.2611223 |
