Creativity in Music Learning Through Audiation in Early Education
Abstract
This article refers to pedagogy used to support learning music through the audiation of infants, preschool, and early school-age children. The goal is to emphasize the relationships among musical play, creativity, emotional regulation, and executive functioning. For nine years, 300 children were observed while participating in activities for babies and toddlers. The focus was on the educational potential of joint activities that each music teacher should competently implement. The article begins with the explanation of the terms: learning, development and “sustainable collaborative audiating". Next, the author presents the considerations on creativity in the process of absorption, imitation, and assimilation, as well as on the regulation of emotions and executive functioning in the process of audiation development. Progress in learning music in the early years of life is identified in various educational situations in which the observed behaviours prove the developmental trajectory of young children learning music. Expression of involvement in tonal and rhythm patterns supports theories suggesting the connection of play, creativity, and emotional regulation.
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