Abstract
ABSTRACT Singing together fosters connections across social contexts. While this activity is expected to flourish in kindergartens and nurseries, studies from multiple countries have highlighted a growing decline in confidence in singing among both kindergarten teachers and students. To address this, Kulset and Halle [(2020). Togetherness!: adult companionship – the key to music-making in kindergarten.’ Music Education Research 22 (3): 304–314] introduced ‘we’, promoting adult companionship and collective music-making. This study deepens the ‘we’ concept and its practical implications. Using Cultural-historical Activity Theory (CHAT), we compared recent studies on self-concept in musicality among kindergarten teachers and students. While existing research emphasises the significance of nurturing musical skills and a theoretical understanding of musicality, our analysis suggests that practical engagement in music-making mainly as a collaborative effort could catalyse a transformative shift towards fostering musical togetherness. We propose adjusting music programmes in kindergarten teacher education to prioritise such collaborative music-making skills. Practical ‘we’ implementation could reverse declining confidence in singing, instead fostering musical companionship.
Published Version
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