The Meaning of Musical Instruments and Music Technologies in Children's Lives
Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › fagfællebedømt
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The Meaning of Musical Instruments and Music Technologies in Children's Lives. / Bang, Jytte Susanne.
Kinder und Dinge: Dingwelten zwischen Kinderzimmer und FabLabs. red. / Christina Schachtner. Berlin : Transcript Verlag, 2014. s. 175-197.Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › fagfællebedømt
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TY - CHAP
T1 - The Meaning of Musical Instruments and Music Technologies in Children's Lives
AU - Bang, Jytte Susanne
N1 - Jytte Bang is an associate porfessor at the department of Psychology, University of Copenhagen
PY - 2014
Y1 - 2014
N2 - In this chapter, I will investigate the role of musical instruments in children’slives. A musical instrument is a thing which has the capacity to produce a variationof sounds perceived as music when the musician follows certain conventionsand rules. The child who learns to play a musical instrument involveshim/herself both with music as a cultural field and with the steady technicaland expressive requirements from the particular musical instrument. However,whereas music accompanies very many activities in everyday life of children,fewer children have such an active relationship with a musical instrument. Themore so when what is practiced by the instrument is classical music. This gapbetween music as consumed (listening to) and music as practiced (playing) isinteresting from a developmental perspective: what does it mean for a child toplay a musical instrument? And in which ways may the gap between consumingmusic and playing music be relevant in children’s live in the recent historicalperiod of advanced liberalism? In the chapter, I will investigate the role ofmusical instruments for children who practice classical music.
AB - In this chapter, I will investigate the role of musical instruments in children’slives. A musical instrument is a thing which has the capacity to produce a variationof sounds perceived as music when the musician follows certain conventionsand rules. The child who learns to play a musical instrument involveshim/herself both with music as a cultural field and with the steady technicaland expressive requirements from the particular musical instrument. However,whereas music accompanies very many activities in everyday life of children,fewer children have such an active relationship with a musical instrument. Themore so when what is practiced by the instrument is classical music. This gapbetween music as consumed (listening to) and music as practiced (playing) isinteresting from a developmental perspective: what does it mean for a child toplay a musical instrument? And in which ways may the gap between consumingmusic and playing music be relevant in children’s live in the recent historicalperiod of advanced liberalism? In the chapter, I will investigate the role ofmusical instruments for children who practice classical music.
KW - Faculty of Social Sciences
KW - Musical instruments, music technologies, children, development
M3 - Book chapter
SN - 978-3-8376-2553-0
SP - 175
EP - 197
BT - Kinder und Dinge
A2 - Schachtner, Christina
PB - Transcript Verlag
CY - Berlin
ER -
ID: 131068768