[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-593498-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-593498-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","transformative-music-invention-interpretive-redesign-through-music-dialogue-in-classroom-practices","Transformative music invention - interpretive redesign through music dialogue in classroom practices","","A thematic case study in a rural primary school examines how young children from diverse socio-cultural backgrounds use transformative and transmodal redesign in classroom music dialogue to generate new conceptual meanings. The study argues that music dialogue created through interaction between modes supports inclusiveness and learning transformation. A praxial perspective reveals how hidden curriculum dogma justifies existing curricular structures while exploring how conceptual knowledge develops via children’s selections of semiotic resources.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/transformative-music-invention-interpretive-redesign-through-music-dialogue-in-classroom-practices/593498/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/transformative-music-invention-interpretive-redesign-through-music-dialogue-in-classroom-practices/593498.png","ImageObject",300,407,{"name":42,"@type":43},"Jasmine","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the document’s central focus in classroom music learning?","Question",{"text":62,"@type":63},"It focuses on transformative and transmodal redesign through music dialogue, where children interact across modes to produce new conceptual meanings.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How do children in the study construct meaning during music events?",{"text":67,"@type":63},"Children co-construct meaning by selecting semiotic resources such as voice, instruments, body language, movement, gestures, and the physical environment, sometimes supported by digital or formal music resources.",{"name":69,"@type":60,"acceptedAnswer":70},"What role does the teacher/researcher play in the classroom practices described?",{"text":71,"@type":63},"The teacher/researcher sometimes lightly scaffolds by preparing or accessing school instruments and occasionally uses leading questions or suggestions, but children lead the resource selections and ideas.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},593498,1792190391,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Transformative music invention: interpretive redesign through music dialogue in classroom practices  \nMichelle Tomlinson  \nGriffith University  \nAbstract  \nIn this thematic case study in a rural primary school, young children of diverse socio-cultural origins use transformative and transmodal redesign in music as they explore new conceptual meanings through self-reflexive interaction in classroom music events. A focus on music dialogue created by interaction between modes is seen to promote inclusiveness and transformation of learning. This praxial approach to music learning in the classroom context uncovers hidden dogma used to justify existing structures in the curriculum. In music education in Australia there is still a common failure to acknowledge that embodied and situated music making found in “everyday life”(De Nora, 2011) is linked to conceptual knowledge of music. In this study, investigating young children’s selections of semiotic resources when redesigning meaning in a dialogue of modes enables educators to determine how conceptual knowledge of music is established, extended and expanded through children’s developing understanding of the elements of music during redesign. The complexity of young children’s use of music imagery and genre and their grasp of music concepts is evident in their interactions in classroom music events. Awareness of the space of music dialogue allows for a deeper insight in children’s capacity for music invention.  \nKey words: classroom music dialogue, semiotic redesign, praxis, multimodality, music invention.  \nAustralian Journal of Music Education 2012:1, 42-56  \nIntroduction  \nThe unique nature of music in the curriculum can offer particular opportunities for learning through semiotic import that promotes cognitive growth in problem solving, critical reflection, and the synthesis of ideas. In music events children select semiotic resources of voice (spoken and sung), instruments (tuned and untuned), body language (gaze, posture, facial expressions), movement, gesture and the physical environment with its materials and structures to solve problems in how to redesign these in music dialogue.  \nOther resources accessed by young children include digital music, and formal resources of music elements or concepts (pitch, rhythm, dynamics). All resources contribute to children’sco-construction of meaning. However, they are  \nnot always used in conjunction, but rather are selected by children in specific combinations for particular uses in situated classroom practice.  \nWhile interactions in this study occurred between children within a framework of openended music invention, the teacher/researcher sometimes lightly scaffolded these music events by accessing and preparing school instruments (such as taking notes off the xylophone and leaving others as a pentatonic scale) . At other times she asked leading questions or made suggestions, but children always led with ideas and selections of resources. Jorgensen (2002) elucidated ideas of music learning through interactive enquiry, creativity and meaning making. She rejected curricula or methods founded on rational and sequenced development  \n42 2012, No. 1  \nof musical concepts. Rather, she outlined perspectives of children’s development that emphasised mutual discovery between teachers and children based on different ways children make meaning of self in the world, and cultural constructions reflecting ways of meaning making (Bruner, 1986). This study also revealed children make discoveries with peers alone.  \nRecent research into children’s composing gives insight into their musical development, just as text construction gives insight into literacy. Mapping of children’s creative music strategies and pathways has been attempted (Burnard & Younker, 2002; Diagnault, 1996; Wiggins, 2003; Younker & Burnard, 2004). Underlying patterns and modalities of thinking were investigated (Young, 2003, 2009, 2010) and children’s compositional products (Barrett,","cbCaikOCLnugCgbi","https://ap.wps.com/l/cbCaikOCLnugCgbi","pdf",750699,15,"English","# Introduction\n## Music as a learning opportunity through semiotic import\n## Resources children select in classroom music events\n## Teacher/researcher scaffolding within open-ended invention\n## Prior research on children’s composing and creativity","[{\"question\":\"What is the document’s central focus in classroom music learning?\",\"answer\":\"It focuses on transformative and transmodal redesign through music dialogue, where children interact across modes to produce new conceptual meanings.\"},{\"question\":\"How do children in the study construct meaning during music events?\",\"answer\":\"Children co-construct meaning by selecting semiotic resources such as voice, instruments, body language, movement, gestures, and the physical environment, sometimes supported by digital or formal music resources.\"},{\"question\":\"What role does the teacher/researcher play in the classroom practices described?\",\"answer\":\"The teacher/researcher sometimes lightly scaffolds by preparing or accessing school instruments and occasionally uses leading questions or suggestions, but children lead the resource selections and ideas.\"}]","Transformative music invention - interpretive redesign through music dialogue in classroom practices | PDF",1792077363,38]