Self-transformation in an Australian teacher-trainer: Framing musical process for vocal agency in early learning

References

1. AGDE (2022), Belonging, Being, Becoming: The Early Years Learning Framework for Australia, (EYLF) V2.0, Canberra: Australian Government Department of Education.
   [Google Scholar]
2. Atterbury, B. W. (1984), ‘Are you really teaching children?’, Music Educators Journal, 70:8, pp. 43–45, https://doi.org/10.2307/3400875.
   [Google Scholar]
3. Bainger, L. (2010), ‘A music collaboration with early childhood teachers’, Australian Journal of Music Education, 2, pp. 17–27, https://files.eric.ed.gov/fulltext/EJ916787.pdf. Accessed 11 June 2023.
   [Google Scholar]
4. Bandura, A. (1977), ‘Self-efficacy: Toward a unifying theory of behavioural change’, Psychological Review, 84:2, pp. 191–215.
   [Google Scholar]
5. Bandura, A. (1982), ‘Self-efficacy mechanism in human agency’, American Psychologist, 37:2, pp. 122–47, https://tecfaetu.unige.ch/etu-maltt/wall-e/gosetto0/bases/mooc_motivation/ressources_motivations/auto-efficacit%C3%A9_bandura.pdf. Accessed 11 June 2023.
   [Google Scholar]
6. Bannan, N. and Woodward, S. (2009), ‘Spontaneity in the musicality and music learning of children’, in S. Malloch and C. Trevarthen (eds), Communicative Musicality: Exploring the Basis of Human Companionship, Oxford: Oxford University Press, pp. 465–94.
   [Google Scholar]
7. Barrett, M., Zhukov, K. and Welch, G. (2019), ‘Strengthening music provision in early childhood education: A collaborative self-development approach to music mentoring for generalist teachers’, Music Education Research, 21:5, pp. 529–48, https://doi.org/10.1080/14613808.2019.1647154.
   [Google Scholar]
8. Bars, M. and Oral, B. (2017), ‘The relationship among metacognitive awareness, self-efficacy toward the teaching profession and the problem-solving skills of teacher candidates’, Eurasian Journal of Educational Research, 17:72, pp. 107–28, https://dergipark.org.tr/en/download/article-file/624684. Accessed 11 June 2023.
   [Google Scholar]
9. Berk, L. E. (1994), Child Development, Boston, MA: Allyn & Bacon.
   [Google Scholar]
10. Bolduc, J. and Evrard, M. (2017), ‘Music education from birth to five: An examination of early childhood educators’ music teaching practices’, Research and Issues in Music Education, 13:1, p. 3, http://ir.stthomas.edu/rime. Accessed 11 June 2023.
    [Google Scholar]
11. Bradbury, H. and Reason, P. (2006), ‘Conclusion: Broadening the bandwidth of validity – Issues and choice-points for improving the quality of action research’, in P. Reason and H. Bradbury (eds), Handbook of Action Research, London: Sage Publications, pp. 343–51.
    [Google Scholar]
12. Bridges, D. (2008), ‘Music with very young children: Then and now’, Australian Journal of Music Education, 2, pp. 4–13, https://search.informit.org/doi/10.3316/informit.605024930748043. Accessed 11 June 2023.
    [Google Scholar]
13. Brown, B. (2015), The Anatomy of Trust, UCLA’s Royce Hall, https://jamesclear.com/great-speeches/the-anatomy-of-trust-by-brene-brown. Accessed 23 June 2023.
    [Google Scholar]
14. Burak, S. (2019), ‘Self-efficacy of pre-school and primary school pre-service teachers in musical ability and music teaching’, International Journal of Music Education, 37:2, pp. 257–71, https://doi.org/10.1177/0255761419833083.
    [Google Scholar]
15. Burgess, S. F. (2013), Music Matters: Improving Practice in Music Education among Early Childhood Educators in a Reggio-Inspired Climate, Knoxville, TN: University of Tennessee.
    [Google Scholar]
16. Burns, A. (2009), ‘Action research’, in J. Heigham and R. Croker (eds), Qualitative Research in Applied Linguistics, London: Palgrave Macmillan, pp. 112–34.
    [Google Scholar]
17. Burton, S. and Taggart, C. (eds) (2011), Learning from Young Children: Research in Early Childhood Music, Lanham, MD: Rowman & Littefield, pp. 3–22.
    [Google Scholar]
18. Carr, W. and Kemmis, S. (1983), Becoming Critical: Knowing through Action Research, Geelong: Deakin University Press.
    [Google Scholar]
19. Custodero, L. A. (2002), ‘Seeking challenge, finding skill: Flow experience and music education’, Arts Education Policy Review, 103:3, pp. 3–9, https://doi.org/10.1080/10632910209600288.
    [Google Scholar]
20. Custodero, L. A. (2010), ‘Meaning and experience: The musical learner’, in H. F. Abeles and L. A. Custodero (eds), Critical Issues in Music Education: Contemporary Theory and Practice, Oxford: Oxford University Press, pp. 113–42.
    [Google Scholar]
21. De Vries, P. (2005), ‘Lessons from home: Scaffolding vocal improvisation and song acquisition with a 2-year-old’, Early Childhood Education Journal, 32:5, pp. 307–12, https://doi.org/10.1007/s10643-004-0962-2.
    [Google Scholar]
22. Dewey, J. (1933), How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process, Lexington, MA: DC Heath & Co.
    [Google Scholar]
23. Dewey, J. (1934), Art as Experience, New York: Capricorn books.
    [Google Scholar]
24. Dewey, J. ([1897] 1972), ‘My pedagogic creed’, in J. A. Boydston (ed.), John Dewey: The Early Works, 1882–1898, vol. 5, Carbondale, IL: Southern Illinois University Press, pp. 84–95.
    [Google Scholar]
25. Eisner, E. (1973–74), ‘Examining some myths in art education’, Studies in Art Education, 15:3, pp. 7–16.
    [Google Scholar]
26. Elmer, S. S. (2011), ‘Human singing: Towards a developmental theory’, Psychomusicology: Music, Mind and Brain, 21:1–2, pp. 13–30, https://doi.org/10.1037/h0094001.
    [Google Scholar]
27. Fleet, E. (2021), ‘Warm-ups for musicians: Systematized and terminology reviews’, doctoral dissertation, Ottawa: Université d’Ottawa/University of Ottawa.
    [Google Scholar]
28. Flohr, J. W. and Persellin, D. C. (2011), ‘Applying brain research to children’s musical experiences’, in S. L. Burton and C. C. Taggart (eds), Learning from Young Children: Research in Early Childhood Music, Lanham, MD: Rowman & Littlefield, pp. 3–22.
    [Google Scholar]
29. Gordon, E. (2003), A Music Learning Theory for Newborn and Young Children, Chicago: GIA Publications.
    [Google Scholar]
30. Gordon, E. E. (2013), Music Learning Theory for Newborn and Young Children, Chicago: GIA Publications.
    [Google Scholar]
31. Gottman, J. M. (2011), The Science of Trust: Emotional Attunement for Couples, New York: W. W. Norton & Company.
    [Google Scholar]
32. Henry, N. (2011), ‘Attribution theory and music learning in the school music classroom: A study of siblings’, doctoral dissertation, Clayton: Monash University.
    [Google Scholar]
33. Holahan, J. M. (1984), The Development of Music Syntax: Some Observations of Music Babble in Young Children, https://files.eric.ed.gov/fulltext/ED248978.pdf. Accessed 11 June 2023.
34. Holgersen, S. E. and Fink-Jensen, K. (2002), ‘The lived body: Object and subject in research of music activities with preschool children’, in Proceedings of the 10th International Conference of the Early Childhood Commission of the International Society for Music Education, 5–9 August, Copenhagen: The Danish University of Education.
    [Google Scholar]
35. Ilari, B., Chen-Hafteck, L. and Crawford, L. (2013), ‘Singing and cultural understanding: A music education perspective’, International Journal of Music Education, 31:2, pp. 202–16, https://doi.org/10.1177/0255761413487281.
    [Google Scholar]
36. Levitin, D. (2008), The World in Six Songs: How the Musician Brain Created Human Nature, London: Aurum Press.
    [Google Scholar]
37. Lewin, K. (1946), ‘Action research and minority problems’, Journal of Social Issues, 2:4, pp. 34–46, https://doi.org/10.1111/j.1540-4560.1946.tb02295.x.
    [Google Scholar]
38. Malloch, S. and Trevarthen, C. (2009), ‘Musicality: Communicating the vitality and interests of life’, in S. Malloch and C. Trevarthen (eds), Communicative Musicality: Exploring the Basis of Human Companionship, Oxford: Oxford University Press, pp. 1–11.
    [Google Scholar]
39. Marsh, K. (2006), ‘Cycles of appropriation in children’s musical play: Orality in the age of reproduction’, The World of Music, 48:1, pp. 9–32, https://www.jstor.org/stable/41699677. Accessed 11 June 2023.
    [Google Scholar]
40. McGraw, A. G. (1996), ‘An assessment of the effectiveness of vocalises in training elementary school children to sing using head voice’, Dissertation Abstracts International, 57:9, p. 3866 (UMI No. AAT 9705397).
    [Google Scholar]
41. Mlynek-Kalman, A. (2020), ‘Agentic voices’, doctoral dissertation, Clayton: Monash University.
    [Google Scholar]
42. Mlynek-Kalman, A. (2023), ‘Making Voices Visible in Early Childhood Music: ISME/ECME Seminar, 12–14 July 2022’ International Journal of Music in Early Childhood, 18:1, pp. 76–77, https://doi.org/10.1386/ijmec_00059_7.
    [Google Scholar]
43. Moss, P. (2018), Alternative Narratives in Early Childhood: An Introduction for Students and Practitioners, London: Routledge.
    [Google Scholar]
44. Mürbe, D., Pabst, F., Hofmann, G. and Sundberg, J. (2004), ‘Effects of a professional solo singer education on auditory and kinesthetic feedback: A longitudinal study of singers’ pitch control’, Journal of Voice, 18:2, pp. 236–41, https://doi.org/10.1016/j.jvoice.2003.05.001.
    [Google Scholar]
45. Niland, A. and Holland, J. (2019), ‘Journeys towards empowerment: Educators sharing their musical cultural identities with children’, International Journal of Music in Early Childhood, 14:1, pp. 71–88.
    [Google Scholar]
46. Noffke, S. (1997), ‘Professional, personal, and political dimensions of action research’, Review of Research in Education, 22, pp. 305–43.
    [Google Scholar]
47. Papoušek, H. (1996), ‘Musicality in infancy research: Biological and cultural origins of early musicality’, in I. Deliège and J. Sloboda (eds), Musical Beginnings: Origins and Development of Musical Competence, Oxford: Oxford University Press, pp. 37–55.
    [Google Scholar]
48. Pascale, L. M. (2005), ‘Dispelling the myth of the non-singer: Embracing two aesthetics for singing’, Philosophy of Music Education Review, 13:2, pp. 165–75, https://www.jstor.org/stable/40495510. Accessed 11 June 2023.
    [Google Scholar]
49. Patterson, L. and Shannon, P. (1993), ‘Reflection, inquiry, action’, in L. Patterson, C. M. Santa, K. Short and K. Smith (eds), Teachers Are Researchers: Reflection and Action, Newark, DE: International Reading Association, pp. 7–11.
    [Google Scholar]
50. Pitt, J. (2020), ‘Communicating through musical play: Combining speech and language therapy practices with those of early childhood music education: The SALTMusic approach’, Music Education Research, 22:1, pp. 68–86, https://doi.org/10.1080/14613808.2019.1703927.
    [Google Scholar]
51. Pitts, S. (2009), ‘Roots and routes in adult musical participation: Investigating the impact of home and school on lifelong musical interest and involvement’, British Journal of Music Education, 26:3, pp. 241–56, https://doi.org/10.1017/S0265051709990088.
    [Google Scholar]
52. Powell, S. (2018), ‘Structure and agency in novice music teaching’, Research Studies in Music Education, 41:2, pp. 206–18, https://doi.org/10.1177/1321103X18794514.
    [Google Scholar]
53. Quinn, R. E. (2004), Building the Bridge as You Walk on It: A Guide for Leading Change, vol. 204, Hoboken, NJ: John Wiley & Sons.
    [Google Scholar]
54. Reynolds, A. M. and Burton, S. L. (2017), ‘Serve and return: Communication foundations for early childhood music policy stakeholders’, Arts Education Policy Review, 118:3, pp. 140–53.
    [Google Scholar]
55. Richards, C. (1999), ‘Early childhood preservice teachers’ confidence in singing’, Journal of Music Teacher Education, 9:1, pp. 6–17, https://doi.org/10.1177/105708379900900103.
    [Google Scholar]
56. Richards, H. and Durrant, C. (2003), ‘To sing or not to sing: A study on the development of “non-singers” in choral activity’, Research Studies in Music Education, 20:1, pp. 78–89, https://doi.org/10.1177/1321103X030200010501.
    [Google Scholar]
57. Ross, M. (1984), The Aesthetic Impulse, Oxford: Pergamon Press.
    [Google Scholar]
58. Runfola, M. and Rutkowski, J. (eds) (2010), TIPS: The Child Voice, Lanham, MD: Rowman & Littlefield.
    [Google Scholar]
59. Russell-Bowie, D. (2010), ‘A ten-year follow-up investigation of preservice generalist primary teachers’ background and confidence in teaching music’, Australian Journal of Music Education, 2, pp. 76–86, https://files.eric.ed.gov/fulltext/EJ916792.pdf. Accessed 11 June 2023.
    [Google Scholar]
60. Siegel, D. (1999), Developing Mind, New York: Guilford Press.
    [Google Scholar]
61. Small, C. (1998), Musicking: The Meanings of Performing and Listening, Hanover, NH: Wesleyan University Press.
    [Google Scholar]
62. Smith, J. A. (2004), ‘Reflecting on the development of interpretative phenomenological analysis and its contribution to qualitative research in psychology’, Qualitative Research in Psychology, 1, pp. 39–54, https://www.tandfonline.com/doi/epdf/10.1191/1478088704qp004oa?needAccess=true&role=button. Accessed 11 June 2023.
    [Google Scholar]
63. Smithrim, K. and Upitis, R. (2007), Listen to Their Voices: Research and Practice in Early Childhood Music, vol. 3, Waterloo, ON: Canadian Music Educators’ Association.
    [Google Scholar]
64. Southcott, J. E. (2004), ‘The singing by-ways: Origins of class music education in South Australia’, Journal of Historical Research in Music Education, 25:2, pp. 116–27.
    [Google Scholar]
65. Southcott, J. and Vries, P. De (2006), ‘Bright and breezy: Past and present practices in pre-school music education’, in Proceedings of the XXVIIIth Annual Conference Music Education: Standards and Practices – Australian and New Zealand Association for Research in Music Education Annual Conference 2006, Melbourne, 24–26 September, Melbourne: Australian Association for Research in Music Education, pp. 104–10.
    [Google Scholar]
66. Sundberg, J. (1987), The Science of the Singing Voice, DeKalb, IL: Northern Illinois University Press.
    [Google Scholar]
67. Swain, N. and Bodkin-Allen, S. (2014), ‘Can’t sing? Won’t sing? Aotearoa/New Zealand “tone-deaf” early childhood teachers’ musical beliefs’, British Journal of Music Education, 31:3, pp. 245–63.
    [Google Scholar]
68. Swain, N. and Bodkin-Allen, S. (2017), ‘Developing singing confidence in early childhood teachers using acceptance and commitment therapy and group singing: A randomized trial’, Research Studies in Music Education, 39:1, pp. 109–20.
    [Google Scholar]
69. Swanwick, K. (1994), ‘The “reform” of teacher education in England’, Research Studies in Music Education, 2:1, pp. 2–7, https://doi.org/10.1177/1321103X9400200102.
    [Google Scholar]
70. Swanwick, K. (2002), Teaching Music Musically, London: Routledge.
    [Google Scholar]
71. Taylor, L. A. (2017), ‘How teachers become teacher researchers: Narrative as a tool for teacher identity construction’, Teaching and Teacher Education, 61, pp. 16–25.
    [Google Scholar]
72. Trehub, S. E., Becker, J. and Morley, I. (2015), ‘Cross-cultural perspectives on music and musicality’, Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences, 370, http://dx.doi.org/10.1098/rstb.2014.0096.
    [Google Scholar]
73. Valerio, W. H., Reynolds, A. M., Bolton, B. M., Taggart, C. C. and Gordon, E. E. (1998), Music Play: The Early Childhood Music Curriculum Guide for Parents, Teachers, and Caregivers, Chicago: GIA Publications.
    [Google Scholar]
74. Valsiner, J. (2005), ‘Scaffolding within the structure of dialogical self: Hierarchical dynamics of semiotic mediation’, New Ideas in Psychology, 23:3, pp. 197–206, https://www.sciencedirect.com/science/article/pii/S0732118X06000201. Accessed 11 June 2023.
    [Google Scholar]
75. Viig, T. (2020), ‘Developing reflection-in-musicking in creative practices’, Nordic Research in Music Education, 1:1, pp. 132–50, https://doi.org/10.23865/nrme.v1.2633.
    [Google Scholar]
76. Vygotsky, L. (1962), Thought and Language, Cambridge, MA: MIT Press.
    [Google Scholar]
77. Vygotsky, L. S. (1978), ‘The role of play in development’, in M. Cole, V. John-Steiner, S. Scribner and E. Souberman (eds), Mind in Society: The Development of Higher Psychological Process, Cambridge, MA: Harvard University Press, pp. 92–104, https://doi.org/10.2307/j.ctvjf9vz4.12.
    [Google Scholar]
78. Vygotsky, L. S. (1989), ‘Concrete human psychology’, Soviet Psychology, 27:2, pp. 53–77.
    [Google Scholar]
79. Watts, H. (1985), ‘When teachers are researchers, teaching improves’, The Journal of Staff Development, 6:2, pp. 118–27.
    [Google Scholar]
80. Welch, G. F. (2005), ‘Singing as communication’, in D. Miell, R. MacDonald and D. Hargreaves (eds), Musical Communication Musical Communication, Oxford: Oxford University Press, pp. 239–59.
    [Google Scholar]
81. Welch, G. (2017), Singer Identities and Educational Environments, Oxford: Oxford University Press.
    [Google Scholar]
82. Wikeley, F. (1998), ‘Dissemination of research as a tool for school improvement?’, School Leadership & Management, 18:1, pp. 59–73, https://doi.org/10.1080/13632439869772.
    [Google Scholar]
83. Young, S. (2016), ‘Early childhood music education research: An overview’, Research Studies in Music Education, 38:1, pp. 9–21, https://doi.org/10.1177/1321103X16640.
    [Google Scholar]