Musical Exploration in Everyday Practices – Identifying Transition Points in Musicking

Abstract

This chapter conceptualises exploration through examples of children and teachers taking part in kindergarten music activities. Whether they are musical explorers or only music explorers is an interesting point of departure when the ambition is to elaborate new understandings of children’s exploration with music. While music exploration is the process of examining and being curious about sounds, rhythms and instruments, musical exploration refers to musicality and the embodiment of and sensitivity to music as a possibility for expression. During the exploration process, there are moments when embodiment happens, when the explorer becomes so devoted to that which is explored that the exploration is left behind and the doing is at the core. Such musical moments might be considered transition points characterized by immersive engagement in the activity. Accordingly, we add to current knowledge about the notion of exploration in early childhood pedagogical settings by presenting three narrative descriptions in the more specific context of explorative activities, to raise awareness about children and teachers’ exploration in institutional contexts, and add to understandings of conditions for such pedagogical practices. This implies implications for pedagogical knowledge of how institutional practices can open up or delimit children’s music and musical exploration.