Empathic creativity in child–adult musical play

Abstract

Despite considerable research on children’s development of prosocial behaviours through musical play and child–adult interactions, such literature tends to focus on how children’s behaviours or dispositions might be improved rather than recognizing the inherent dignity of the children or understanding how adults may also be influenced through such interactions. In this theoretical article we investigate processes of ‘empathic creativity’ to envision possible ways that children and adults might attune to one another as co-equal interactors through musical play. We reviewed literature related to empathic creativity, while considering ways to elucidate each process in terms of its implications for music teachers. To offer possible practical illustrations for empathic creativity, we connect each process to an instance of interactive musical play in the musical engagement between Lily, a 3-year-old Suzuki cello student; the first author; and the student’s parents. This article provides several illustrations of musical play that relate to empathic creativity, inviting further research into each of these elements as well as intersections between them. We also suggest further research into how adults might continue to develop their own social, emotional and musical skills while engaging in co-equal musical interactions with young children. Implications for practice include not underestimating children’s inherent musical and social capabilities, and the importance of music teachers attuning with students in ways that inspire them to learn along with students as they explore new musical ideas and approaches together.