A Reflective Lens: Music Pedagogical Research to Transform Practice | Page 75

A Reflective Lens:
Music Pedagogical Research to Transform Practice

Model and Objectives

The teacher’s personal journaling and reflection practice
found in this paper closely resembles the model of
reflection presented by Larrivee (2000). A basic outline of
the reflection cycle that was implemented is as follows:
1. Lesson planning
2. Pre-lesson discussion with mentor
3. Conducting singing games in my music class
4. Post-lesson observation discussion with mentor
5. Personal reflection after each session to assess where
improvements could be made on lesson delivery to
maximise impact on pupils’ learning
There were three primary objectives for utilising singing
games in the music classroom:
1. Maximising engagement of pupils;
2. Facilitating the acquisition of music concepts;
3. Enabling pupils to demonstrate their creativity in the
musicking process.
The research questions that were investigated are:

1.

2.

3.

What does the designing
and teaching of singing
games in the local context
look like? What do pupils
learn in the process of
engaging in singing games?

What pedagogical shifts
occurred in the reflective
and mentoring journey for
the music teacher?

What implications are there
for local music education
in the teaching of singing
games to children?

This paper begins with context about singing games and the
methodology employed in the research, then proceeds to
address these questions beginning with those related to the
reflective process, then findings about singing games, and
ending with a discussion on implications for local practitioners.

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