| dc.description.abstract | ABSTRACT --
This article, which is based on my thesis research, aims to describe and analyse the didactics of music activity in early childhood education and, through empirical research, to test concepts that can capture and denote the figuration of music activity. The overall research question was “What characterizes music activity and its possible figuration in preschool practices?” “Possible figuration” refers to an interwoven presentation, a didactics-based concept (‘musicship’) that describes the transformation of the significance of music activity within interwoven empirical and theoretical threads of references. The empirical material comprises of video observations and reflections with teachers conducted one day a week for eight months at three preschools. As a theoretical resource, various concepts were tested within the framework of didactic theory, music didactics, and the theory of musicking. The concept of musicship arose when conducting the research. It is being introduced and developed as a resource for both critical and creative reflection on music activity. It is constantly recreated via music-related processes, moving between the actual and the possible, and facilitating the analysis and understanding of music activity. --
Keywords: music, didactics, preschool, musicship, music activity | nb_NO |
