Advertisement

Re-thinking Systems of Meaning-Making: A Possible Theoretical Framework for Exploring Children’s Engagement in Music and the Subject Positions of ‘Rock-Boys’ and ‘Pop-Girls’

  • Ingeborg Lunde VestadEmail author
Chapter
Part of the International Perspectives on Early Childhood Education and Development book series (CHILD, volume 27)

Abstract

Theories we accept and ‘think with’ open up possibilities and impose constraints on children’s musical engagement and on their understandings of their musical selves. In this chapter, I explore and combine theories based in research on children’s culture and suggest a possible theoretical framework for investigating and evaluating young children’s uses of recorded music (phonograms). I argue that Christopher Small’s (Musicking: The meanings of performing and listening. University Press of New England, Hanover, 1998) concept of musicking is a fruitful starting point, and from this I derive the notion of musickingship. With musickingship I mean a person’s capacity to participate in a musical performance in a broad sense in ways which are experienced as meaningful to her or him. I highlight the multimodal character of children’s participation in music, their experience of meaning and the relationships which form during the musical performances. I go on to elaborate on musickingship, drawing on the notion of affordance from Tia DeNora (Music in everyday life. Cambridge University Press, Cambridge, 2000) which stresses music as a resource for the self. Finally, my theoretical framework includes performativity, which here helps to focus on the constitutive musical moments of everyday life, and interpretative repertoires, which brings out the social and discursive system of meaning-making. In the last sections of the chapter, I employ this theoretical framework to discuss patterns of gendered musical engagement and raise critical questions about how we—parents, music educators and researchers—are regulated by discursive systems of meaning-making, and thus, how we might inadvertently constrain children’s musickingships when we mean to support them.

Keywords

Children’s music Technology Media Phonograms Discourse analysis Gender Musicking 

References

  1. Bakhtin, M. M. (1984). Problems of Dostoevsky’s poetics. Minneapolis, MN: University of Minnesota Press.CrossRefGoogle Scholar
  2. Biesta, G. (2012). Giving teaching back to education: Responding to the disappearance of the teacher. Phenomenology & Practice, 6(2), 35–49.CrossRefGoogle Scholar
  3. Biesta, G. (2014). The beautiful risk of education. Boulder, CO: Paradigm Publishers.Google Scholar
  4. Butler, J. (2006). Gender trouble: Feminism and the subversion of identity (2nd ed.). New York, NY: Routledge.Google Scholar
  5. Campbell, P. S. (2010). Songs in their heads: Music and its meaning in children’s lives (2nd ed.). Oxford, UK: Oxford University Press.Google Scholar
  6. Clarke, E. F. (2005). Ways of listening: An ecological approach to the perception of musical meaning. Oxford, UK: Oxford University Press.CrossRefGoogle Scholar
  7. DeNora, T. (2000). Music in everyday life. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
  8. Dewilde, J. (2013). Ambulating teachers: A case of bilingual teachers and teacher collaboration. Unpublished doctoral thesis, Universitetet i Oslo, Norway.Google Scholar
  9. Dyndahl, P. (2003). Truly yours, your biggest fan, this is Stan: Dramaturgi og iscenesettelse hos Eminem. (Høgskolen i Hedmark Notat nr. 1, 2003). http://brage.bibsys.no/hhe/handle/URN:NBN:no-bibsys_brage_30038
  10. Dyndahl, P., & Vestad, I. L. (2017). Decades of recorded music for children: Norwegian children’s phonograms from World War II to the present. InFormation – Nordic Journal of Art and Research, 6(2). http://www.artandresearch.info/
  11. Edley, N. (2001). Analysing masculinity: Interpretative repertoires, ideological dilemmas and subject positions. In M. Wetherell, S. Taylor, & S. J. Yates (Eds.), Discourse as data: A guide for analysis (pp. 189–228). London, UK: Sage/Open University Press.Google Scholar
  12. García, O. (2007). Intervening discourses, representations and conceptualizations of languages. In S. Makoni & A. Pennycook (Eds.), Disinventing and reconstituting languages (pp. xi–xv). Clevedon, UK: Multilingual Matters.Google Scholar
  13. James, A., & Prout, A. (Eds.). (2007). Constructing and reconstructing childhood: Contemporary issues in the sociological study of childhood (2nd ed.). London, UK: RoutledgeFalmer.Google Scholar
  14. Jørgensen, M. W., & Phillips, L. (2007). Diskursanalyse som teori og metode. Fredriksberg, Sweden: Roskilde Universitetsforlag/Samfundslitteratur.Google Scholar
  15. Laclau, E., & Mouffe, C. (2001). Hegemony and socialist strategy: Towards a radical democratic politics (2nd ed.). London, UK: Verso.Google Scholar
  16. Mouritsen, F. (1996). Legekultur: Essays om børnekultur, leg og fortælling. Odense, Denmark: Odense Universitetsforlag.Google Scholar
  17. Mouritsen, F. (2002). Child culture – play culture. In F. Mouritsen & J. Qvortrup (Eds.), Childhood and children’s culture (pp. 14–42). Odense, Denmark: University Press of Southern Denmark.Google Scholar
  18. Nordin-Hultmann, E. (2004). Pedagogiske miljøer og barns subjektskaping. Oslo, Norway: Pedagogisk Forum.Google Scholar
  19. Norris, S. (2004). Analyzing multimodal interaction: A methodological framework. London, UK: Routledge.CrossRefGoogle Scholar
  20. Norris, S. (2009). Modal density and modal configurations: Multimodal actions. In C. Jewitt (Ed.), The Routledge handbook for multimodal analysis (pp. 78–90). London, UK: Routledge.Google Scholar
  21. Potter, J., & Wetherell, M. (1987). Discourse and social psychology: Beyond attitudes and behaviour. London, UK: Sage.Google Scholar
  22. Rasmussen, K. (2001). Børnekulturbegrebet – set i lyset af aktuelle barndomstendenser og teoretiske problemstillinger. In B. Tufte, J. Kampmann, & B. Juncker (Eds.), Børnekultur. Hvilke børn? Og hvis kultur? (pp. 31–51). København, Denmark: Akademisk.Google Scholar
  23. Rønningen, A. (2010). Musikkbegrepet som sort boks: Et forsøk på en dekonstruksjon av begrepet musikk i vestlig tenkning, med utgangspunkt i en lærebok i musikk for ungdomsskolen. In Nordisk musikkpedagogisk forskning: Årbok 12 (NMH-publikasjoner 2011: 2) (pp. 81–99). Oslo, Norway: Norwegian Academy of Music.Google Scholar
  24. Ruud, E. (2013). Musikk og identitet. Oslo, Norway: Universitetsforlaget.Google Scholar
  25. Small, C. (1998). Musicking: The meanings of performing and listening. Hanover, Germany: University Press of New England.Google Scholar
  26. Small, C. (1999). Musicking – The meanings of performing and listening. A lecture. Music Education Research, 1(1), 9–21.CrossRefGoogle Scholar
  27. Sörenson, M. (Ed.). (2001). För de allra små!: Om att uppleva böcker, teater, film, konst och musik när man är liten. Stockholm, Sweden: Rabén og Sjögren.Google Scholar
  28. Sundin, B. (1977). Barnets musikaliska värld: Påverkan och utveckling i förskoleåldern. Stockholm, Sweden: Lieber.Google Scholar
  29. Uprichard, E. (2008). Children as ‘Being and Becomings’: Children, childhood and temporality. Children & Society, 22(4), 303–313.CrossRefGoogle Scholar
  30. Vestad, I. L. (2010). To play a soundtrack: How children use recorded music in their everyday lives. Music Education Research, 12(3), 243–255.CrossRefGoogle Scholar
  31. Vestad, I. L. (2013). Barns bruk av fonogrammer. Om konstituering av mening i barnekulturelt perspektiv [Children’s uses of recorded music: On the constitution of musical meaning from the perspective of children’s culture]. Unpublished doctoral dissertation, Universitetet i Oslo, Norway.Google Scholar
  32. Vestad, I. L. (2014a). “Now you see it, now you don’t”: On the challenge of inclusion in the perspective of children’s everyday musical play. Nordisk Musikkpedagogisk Forskning: Årbok, 15, 85–103.Google Scholar
  33. Vestad, I. L. (2014b). Children’s subject positions in discourses of music in everyday life: Rethinking conceptions of the child in and for music education. Action, Criticism, and Theory for Music Education, 13(1), 248–278.Google Scholar
  34. Vestad, I. L. (2015a). “Det aller største mor vet om...”: Om å gi videre et levd liv med musikk og å formidle for lite. InFormation – Nordic Journal of Art and Research, 4(1), 37–49.Google Scholar
  35. Vestad, I. L. (2015b). Barnemusikk som et translinært emne: Om selvforståelse, musikkbegrep og affordanse som overskridende forskningsverktøy. Barn, 33(3/4), 49–63.Google Scholar
  36. Vestad, I. L. (2016). Passing on musical knowledge and ideas about music through television: The Norwegian children’s programmes Lekestue and Sesam Stasjon. In I. Malmberg & O. Kraemer (Eds.), European perspectives on music education no 6: Open ears – open minds. Listening and understanding music (pp. 135–149). Innsbruck, Austria/Esslingen, Germany/Bern-Belp, Switzerland: Hebling.Google Scholar
  37. Vestad, I. L., & Dyndahl, P. (2017). “This one Grandma knew, too, exactly this one!” Processes of canonization in children’s music. InFormation – Nordic Journal of Art and Research, 6(2). http://www.artandresearch.info/
  38. Young, S. (2009a). Music 3–5. London, UK: Routledge.Google Scholar
  39. Young, S. (2009b). Towards constructions of musical childhoods: Diversity and digital technologies. Early Child Development and Care, 179(6), 695–705.CrossRefGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Inland Norway University of Applied SciencesElverumNorway

Personalised recommendations