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  45. <meta content="Barrett, M. S. (1999) Modal dissonance: an analysis of children's invented notations of known
  46. songs, original songs, and instrumental compositions, Bulletin of the Council for Research in
  47. Music Education, 141, 14-22.
  48. Barrett, M. S. (2002) Invented notations and mediated memory: a case-study of two children's use
  49. of invented notations, Bulletin of the Council for Research in Music Education, 153/154, 55-62.
  50. Barrett, M. S. (2003) Meme engineers: children as producers of musical culture, International
  51. Journal of Early Years Education, 11(3), 195-212.
  52. Barrett, M. S. (2005) Children's communities of musical practice: some socio-cultural implications
  53. of a systems view of creativity in music education, in: D. J. Elliott (Ed.) Praxial music education:
  54. reflections and dialogues (New York, Oxford University Press), 177-195.
  55. Bjorkvold, J. (1989) The muse within: creativity and communication, song and play from childhood
  56. through maturity (W. H. Halverson, Trans.) (New York, HarperCollins).
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  64. J. Sternberg (Ed.) Handbook of creativity (Cambridge, Cambridge University Press), 313-335.
  65. Csikszentmihalyi, M. &amp; Rich, G. J. (1997) Music improvisation: a systems approach, in: R. K.
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  67. Davidson, L. (1994) Songsinging by young and old: a developmental approach to music, in: R.
  68. Aiello with J. Sloboda (Eds) Musical perceptions (Oxford, Oxford University Press), 99-130.
  69. Davies, C. (1986) Say it till a song comes: reflections on songs invented by children 3-13, British
  70. Journal of Music Education, 3(3), 279-293.
  71. Davies, C. (1992) 'Listen to my song': a study of songs invented by children aged 5-7 years, British
  72. Journal of Music Education, 9(1), 19-48.
  73. Dissanayake, E. (2000) Art and intimacy: how the arts began (Seattle, University of Washington Press).
  74. Dissanayake, E. (2001) Aesthetic incunabula, Philosophy and Literature, 25, 335-346.
  75. Dowling, W. J. (1984) Development of musical schemata in children's spontaneous singing, in: W.
  76. R. Crozier &amp; A. J. Chapman (Eds) Cognitive processes in the perception of art (Amsterdam,
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  78. James, A., Jenks, C. &amp; Prout, A. (1998) Theorizing childhood (New York, Teachers College Press).
  79. Malloch, S. (1999) Mothers and infants and communicative musicality, Musicae Scientiae (Special
  80. Issue), 29-57.
  81. Mang, E. (2001) A cross-language comparison of preschool children's vocal fundamental
  82. frequency in speech and song production, Research Studies in Music Education, 16, 4-14.
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  90. Deliege and J. Sloboda (Eds) Musical beginnings (Oxford, Oxford University Press), 88-112.
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  94. Stake, R. (1995) The art of case study research (Thousand Oaks, CA, Sage).
  95. Sternberg, R. J. &amp; Lubart, T. A. (1999) Defying the crowd: cultivating creativity in a culture of conformity
  96. (New York, Free Press).
  97. Sundin, B. (1998) Musical creativity in the first six years, in: B. Sundin, G. E. McPherson &amp; G.
  98. Folkestad (Eds) Children composing (Malmo, Malmo Academy of Music, Lund University),
  99. 35-56.
  100. Tarfuri, J. &amp; Villa, D. (2002) Musical elements in the vocalisations of infants aged 2-8 months,
  101. British Journal of Music Education, 19(1), 73-88.
  102. Trehub, S. E. (2001) Musical predispositions in infancy, in: R. J. Zatorre &amp; I. Peretz (Eds) The
  103. biological foundations of music: Annals of the New York Academy of Sciences, 903, 1-6.
  104. Trehub, S. E. (2003a) The developmental origins of musicality, Nature Neuroscience, 6(7), 669-
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  106. Trehub, S. E. (2003b) Musical predispositions in infancy: an update, in: I. Peretz &amp; R. Zatorre
  107. (Eds) The cognitive neuroscience of music (Oxford, Oxford University Press), 3-20.
  108. Trehub, S. E. (2003c) Toward a developmental psychology of music, in: G. Avanzini, C. Faienza,
  109. D. Minciacchi, L. Lopez &amp; M. Majno (Eds) The neurosciences and music: Annals of the New
  110. York Academy of Sciences, 999, 402-413.
  111. Trevarthen, C. (2002) Origins of musical identity: evidence from infancy for musical social awareness,
  112. in: R. A. R. MacDonald, D. J. Hargreaves &amp; D. Miell (Eds) Musical identities (Oxford, Oxford
  113. University Press), 21-38.
  114. Trevarthen, C. &amp; Malloch, S. (2000) The dance of well-being: defining the musical therapeutic
  115. effect, Nordic Journal of Music Therapy, 9(2), 3-17.
  116. Welch, G. F. (2000) Singing development in early childhood: the effects of culture and education
  117. on the realisation of potential, in: P. White (Ed.) Child voice (Stockholm, Royal Institute of
  118. Technology), 27-44.
  119. Welch, G. F., Rush, C. &amp; Howard, D. M. (1991) A developmental continuum of singing ability:
  120. evidence from a study of five-year old developing singers, Early Childhood Development and
  121. Care, 69, 107-119.
  122. Welch, G. F., Sergeant, D. C. &amp; White, P. (1996) The singing competences of five-year-old
  123. developing singers, Bulletin of the Council for Research in Music Education, 127, 155-162.
  124. Welch, G. F., Sergeant, D. C. &amp; White, P. (1998) The role of linguistic dominance in the acquisition
  125. of song, Research Studies in Music Education, 10, 67-74.
  126. White, P., Sergeant, D. C. &amp; Welch, G. F. (1996) Some observations on the singing development
  127. of five-year-olds, Early Childhood Development and Care, 118, 27-34." name="eprints.referencetext" />
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  257.     <h1 class="ep_tm_pagetitle">Inventing songs, inventing worlds: the 'genesis' of creative thought and activity in young children's lives</h1>
  258.     <p style="margin-bottom: 1em" class="not_ep_block"><span class="person_name">Barrett, Margaret S.</span> (2006) <xhtml:em>Inventing songs, inventing worlds: the 'genesis' of creative thought and activity in young children's lives.</xhtml:em> International Journal of Early Years Education, 14 (3). pp. 201-220. ISSN 0966-9760</p><p style="margin-bottom: 1em" class="not_ep_block"></p><table style="margin-bottom: 1em" class="not_ep_block"><tr><td valign="top" style="text-align:center"><a href="http://eprints.utas.edu.au/1917/1/CIEY_A_187919_O.pdf"><img alt="[img]" src="http://eprints.utas.edu.au/style/images/fileicons/application_pdf.png" class="ep_doc_icon" border="0" /></a></td><td valign="top"><a href="http://eprints.utas.edu.au/1917/1/CIEY_A_187919_O.pdf"><span class="ep_document_citation">PDF</span></a> - Full text restricted - Requires a PDF viewer<br />181Kb</td></tr></table><p style="margin-bottom: 1em" class="not_ep_block">Official URL: <a href="http://dx.doi.org/10.1080/09669760600879920">http://dx.doi.org/10.1080/09669760600879920</a></p><div class="not_ep_block"><h2>Abstract</h2><p style="padding-bottom: 16px; text-align: left; margin: 1em auto 0em auto">This article draws on systems views of creativity and their application in music education, to argue
  259. that young children's independent invented song making evolves from their early musico-communicative
  260. interaction with others, is evidential of their capacity for elaboration, and is foundational
  261. in the development of creative thought and activity in music. The argument is explored through
  262. the analysis of data generated in a longitudinal study of young children's (aged four to six years)
  263. early music making as composers, song makers, and notators. Focusing specifically on children's
  264. invented song, the article provides case study analysis of the song making of a four-year-old girl
  265. that explores the musical and lyric content, and the environmental features (context) that support
  266. and shape her song making (process) and invented songs (product). The implications of such a
  267. view for early childhood theory and practice are discussed.</p></div><table style="margin-bottom: 1em" cellpadding="3" class="not_ep_block" border="0"><tr><th valign="top" class="ep_row">Item Type:</th><td valign="top" class="ep_row">Article</td></tr><tr><th valign="top" class="ep_row">Additional Information:</th><td valign="top" class="ep_row">http://www.tandf.co.uk/journals/titles/09669760.asp</td></tr><tr><th valign="top" class="ep_row">Subjects:</th><td valign="top" class="ep_row"><a href="http://eprints.utas.edu.au/view/subjects/330199.html">330000 Education &gt; 330100 Education Studies &gt; 330199 Education Studies not elsewhere classified</a></td></tr><tr><th valign="top" class="ep_row">ID Code:</th><td valign="top" class="ep_row">1917</td></tr><tr><th valign="top" class="ep_row">Deposited By:</th><td valign="top" class="ep_row"><span class="ep_name_citation"><span class="person_name">Mrs Anita Cubit</span></span></td></tr><tr><th valign="top" class="ep_row">Deposited On:</th><td valign="top" class="ep_row">27 Sep 2007</td></tr><tr><th valign="top" class="ep_row">Last Modified:</th><td valign="top" class="ep_row">09 Jan 2008 02:30</td></tr><tr><th valign="top" class="ep_row">ePrint Statistics:</th><td valign="top" class="ep_row"><a target="ePrintStats" href="/es/index.php?action=show_detail_eprint;id=1917;">View statistics for this ePrint</a></td></tr></table><p align="right">Repository Staff Only: <a href="http://eprints.utas.edu.au/cgi/users/home?screen=EPrint::View&amp;eprintid=1917">item control page</a></p>
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