Abstract
ABSTRACT This article examines the perspectives and feelings of children in the first two years of a music workshop developed with pupils from a state school in northern Portugal. The study followed a participatory action research design, with data including field notes, two group interviews with the children, children’s artefacts, such as texts or paintings, and their musical compositions. The results detail how an informal, collaborative and creative approach to music learning seems to open the space for a ‘pedagogy of interruption’ (Biesta 2010), which, in turn, suggests the development of what O’Neill (2012a) terms ‘transformative music engagement’. This article identifies this transformation process through the three major themes that emerge from data analysis: (a) the shifts the children report as occurring in their modes of connecting and relating with music and music education, (b) the deep engagement they began displaying towards collaborative music-making activities, and (c) their personal and social development.
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