Children's Experiences of Choral Singing: Evaluating Reflexive Choir Journals with Primary School Pupils
Saved in:
| Title: | Children's Experiences of Choral Singing: Evaluating Reflexive Choir Journals with Primary School Pupils |
|---|---|
| Language: | English |
| Authors: | Simone Krüger Bridge |
| Source: | Music Education Research. 2026 28(1):3-22. |
| 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: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Singing, Music Activities, Elementary School Students, Student Attitudes, Music Education, Skill Development, Aesthetics, Interpersonal Relationship, Emotional Response, Teamwork, Program Effectiveness, Foreign Countries |
| Geographic Terms: | United Kingdom (Liverpool) |
| DOI: | 10.1080/14613808.2025.2565150 |
| ISSN: | 1461-3808 1469-9893 |
| Abstract: | This article explores the lived experiences of primary-aged children participating in the Liverpool Cathedral Schools Singing Programme (SSP), a choral outreach initiative delivered in schools across the Liverpool City Region. Based on 288 reflexive choir journals completed over ten weeks in Spring 2023 (April-July), including tick-box responses, written prompts and drawings, the study examines how children reflect on their educational, cultural, social and emotional engagement with choral singing. Through thematic analysis, four key domains of experience are identified: musical learning and skill development, aesthetic encounter, social connectedness, and emotional expression and regulation. The findings are situated within broader debates on pupil voice, reflective pedagogy and children's musical agency, arguing that reflexive journaling constitutes a valuable method for accessing children's musical subjectivities and the meanings they attach to their choral participation. The study offers new insights into how choral participation supports children's cognitive, cultural, interpersonal and affective development, and contributes to interdisciplinary scholarship on music education, wellbeing and children's flourishing. The article also informs policy and practice by demonstrating how inclusive, reflective music education can support children's holistic development. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505774 |
| Database: | ERIC |
| Abstract: | This article explores the lived experiences of primary-aged children participating in the Liverpool Cathedral Schools Singing Programme (SSP), a choral outreach initiative delivered in schools across the Liverpool City Region. Based on 288 reflexive choir journals completed over ten weeks in Spring 2023 (April-July), including tick-box responses, written prompts and drawings, the study examines how children reflect on their educational, cultural, social and emotional engagement with choral singing. Through thematic analysis, four key domains of experience are identified: musical learning and skill development, aesthetic encounter, social connectedness, and emotional expression and regulation. The findings are situated within broader debates on pupil voice, reflective pedagogy and children's musical agency, arguing that reflexive journaling constitutes a valuable method for accessing children's musical subjectivities and the meanings they attach to their choral participation. The study offers new insights into how choral participation supports children's cognitive, cultural, interpersonal and affective development, and contributes to interdisciplinary scholarship on music education, wellbeing and children's flourishing. The article also informs policy and practice by demonstrating how inclusive, reflective music education can support children's holistic development. |
|---|---|
| ISSN: | 1461-3808 1469-9893 |
| DOI: | 10.1080/14613808.2025.2565150 |
