Embodied mind theories underline the role of the body in the act of knowing. According to the enactive approach, we learn to perceive and to know through our bodily interactions with the world (Varela, Thompson & Rosch, 1991). However, such an approach remains incomplete as long as sociality is not taken into account (Froese & Di Paolo,…

This ethnographic study contextualized identity development and maintenance within the field of community music through case studies of four performing groups and interviews with seven current members. The underlying question guiding this research was how does participatory music making contribute to the development and maintenance of identity in…

In this thematic case study in a rural primary school, young children of diverse socio-cultural origins use transformative and transmodal redesign in music as they explore new conceptual meanings through self-reflexive interaction in classroom music events. A focus on music dialogue created by interaction between modes is seen to promote…

Although cultural diversity is important to the social context of classrooms, few researchers have explored school music experiences from the perspective of students of colour. Possibly of greater concern is the absence of research examining African-American students' educational experiences in early secondary education, during which time the…

The relationship between new technology and learning is gaining increasing relevance in the field of music education (Webster, 2002; Folkestad et al., 1998). However, only a few studies have considered the nature of the interaction between children and musical machines. This article describes an observation study of children aged 3-5 years…