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<meta content="Barrett, Margaret S." name="eprints.creators_name" />
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<meta content="2007-09-27" name="eprints.datestamp" />
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<meta content="This article draws on systems views of creativity and their application in music education, to argue
that young children's independent invented song making evolves from their early musico-communicative
interaction with others, is evidential of their capacity for elaboration, and is foundational
in the development of creative thought and activity in music. The argument is explored through
the analysis of data generated in a longitudinal study of young children's (aged four to six years)
early music making as composers, song makers, and notators. Focusing specifically on children's
invented song, the article provides case study analysis of the song making of a four-year-old girl
that explores the musical and lyric content, and the environmental features (context) that support
and shape her song making (process) and invented songs (product). The implications of such a
view for early childhood theory and practice are discussed." name="eprints.abstract" />
<meta content="2006-10" name="eprints.date" />
<meta content="published" name="eprints.date_type" />
<meta content="International Journal of Early Years Education" name="eprints.publication" />
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<meta content="10.1080/09669760600879920" name="eprints.id_number" />
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<meta content="Barrett, M. S. (1999) Modal dissonance: an analysis of children's invented notations of known
songs, original songs, and instrumental compositions, Bulletin of the Council for Research in
Music Education, 141, 14-22.
Barrett, M. S. (2002) Invented notations and mediated memory: a case-study of two children's use
of invented notations, Bulletin of the Council for Research in Music Education, 153/154, 55-62.
Barrett, M. S. (2003) Meme engineers: children as producers of musical culture, International
Journal of Early Years Education, 11(3), 195-212.
Barrett, M. S. (2005) Children's communities of musical practice: some socio-cultural implications
of a systems view of creativity in music education, in: D. J. Elliott (Ed.) Praxial music education:
reflections and dialogues (New York, Oxford University Press), 177-195.
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through maturity (W. H. Halverson, Trans.) (New York, HarperCollins).
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Malloch, S. (1999) Mothers and infants and communicative musicality, Musicae Scientiae (Special
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frequency in speech and song production, Research Studies in Music Education, 16, 4-14.
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effect, Nordic Journal of Music Therapy, 9(2), 3-17.
Welch, G. F. (2000) Singing development in early childhood: the effects of culture and education
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Welch, G. F., Sergeant, D. C. & White, P. (1996) The singing competences of five-year-old
developing singers, Bulletin of the Council for Research in Music Education, 127, 155-162.
Welch, G. F., Sergeant, D. C. & White, P. (1998) The role of linguistic dominance in the acquisition
of song, Research Studies in Music Education, 10, 67-74.
White, P., Sergeant, D. C. & Welch, G. F. (1996) Some observations on the singing development
of five-year-olds, Early Childhood Development and Care, 118, 27-34." name="eprints.referencetext" />
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<meta content="This article draws on systems views of creativity and their application in music education, to argue
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the analysis of data generated in a longitudinal study of young children's (aged four to six years)
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invented song, the article provides case study analysis of the song making of a four-year-old girl
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<h1 class="ep_tm_pagetitle">Inventing songs, inventing worlds: the 'genesis' of creative thought and activity in young children's lives</h1>
<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
that young children's independent invented song making evolves from their early musico-communicative
interaction with others, is evidential of their capacity for elaboration, and is foundational
in the development of creative thought and activity in music. The argument is explored through
the analysis of data generated in a longitudinal study of young children's (aged four to six years)
early music making as composers, song makers, and notators. Focusing specifically on children's
invented song, the article provides case study analysis of the song making of a four-year-old girl
that explores the musical and lyric content, and the environmental features (context) that support
and shape her song making (process) and invented songs (product). The implications of such a
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 > 330100 Education Studies > 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&eprintid=1917">item control page</a></p>
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