A Reflective Lens: Music Pedagogical Research to Transform Practice | Page 77

A Reflective Lens:
Music Pedagogical Research to Transform Practice

To further add to this, Mclnnes (2011, p.123) suggested that
“it is the playful approach and attitude that is taken into an
activity, rather than the play act itself, which is beneficial for
learning.” He concluded that children who were given a choice
under playful conditions showed excellent performance and
engaged behaviours when compared to children in a formal
learning setting.
It is interesting to note, as Samuelsson & Carlsson (2008)
summed it up, that children’s learning and play are intrinsically
interwoven in a child’s everyday life. “…children do not stop
learning when taking their break outside the bounds of the
classroom or the lesson” (Wallerstedt & Pramling, 2011, p.12).
As this research paper will reveal, my approach towards
singing games evolved over the observation period from
highly structured play to less structured play after much
personal reflection and discussion with my mentor.

Methodology

In keeping with the self-reflective nature of this paper, it
continues henceforth in first-hand, auto-ethnographical
approach to the methodology by the first writer. The first
writer was the principal teacher-researcher, with the second
writer conducting the post-intervention focused group
discussions with the pupils and being involved in data
analysis. Having my co-teacher-researcher conduct the Focus
Group Discussion allowed for greater objectivity, as pupils
could be more open with their thoughts in the absence of the
teacher-researcher who had conducted their lessons.
The Teacher and the Class
It should be noted that prior to the observed sessions, I had
already been teaching the class of Primary 3 pupils for one
term. Certain routines had been established with the class,
such as greeting/goodbye songs, singing posture, and songs
to instil classroom management and seating arrangements.

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