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dc.contributor.authorHenderson, Clare L.
dc.date.accessioned2012-04-05T03:07:02Z
dc.date.available2012-04-05T03:07:02Z
dc.date.issued2007
dc.identifier.citationHenderson, C. (2007). Music to measure: symbolic representation in children's composition. Waikato Journal of Education, 13, 197-210.en_NZ
dc.identifier.issn1173-6135
dc.identifier.urihttps://hdl.handle.net/10289/6190
dc.description.abstractEisner maintains that the arts education community needs "empirically grounded examples of artistic thinking related to the nature of the tasks students engage in, the material with which they work, the context's norms and the cues the teachers provide to advance their students' thinking" (2000, p. 217). This paper reflects on the results of collaborative action research between teachers and university researchers in New Zealand who have been investigating how children develop and refine their ideas and related skills in music. The paper focuses specifically on the results of action research in which the impact of symbolic representation on idea development and refinement in music is examined. It raises some issues and points of tension for generalist and specialist teachers when fostering creative idea development in music.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherFaculty of Education, University of Waikatoen_NZ
dc.relation.urihttp://www.wje.org.nz/index.phpen_NZ
dc.rights© 2007 Waikato Journal of Education. It is posted here by permission for personal use.en_NZ
dc.subjectmusic educationen_NZ
dc.subjectsymbolic representationen_NZ
dc.subjectprimary educationen_NZ
dc.subjectcase studyen_NZ
dc.titleMusic to measure: symbolic representation in children's composition.en_NZ
dc.typeJournal Articleen_NZ
dc.relation.isPartOfWaikato Journal of Educationen_NZ
pubs.begin-page197en_NZ
pubs.elements-id37394
pubs.end-page209en_NZ
pubs.volume13en_NZ


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