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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 0000-0003-4579-4046)
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
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  Data: 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
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  Data: 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.
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