A Reflective Lens: Music Pedagogical Research to Transform Practice

Becoming a Reflective Practitioner: A Music Teacher’s Exploration of Singing Games the clapping game. This also allowed my pupils to maintain interest and participation, while familiarity with the song increased (Marsh, 2008). With this new approach, I discovered that my pupils were creative even without my intervention. With children’s media exposure being enriched through television and radio programmes, video and computer games, and applications on smart phones (Hilton, 2009), I should not assume that my pupils are not able to demonstrate creativity without my guidance. As mentioned by Lum (2009), “a large part of children’s musical behaviours stemmed from their exposure to the mass media.” He also mentioned that children create musical inventions from play. I should be able to tap on this capability. My pupils have had 8-9 years of informal musical experience before they stepped into my classroom and I should make more room for creativity and exploration. An example of their creativity can be seen in the singing game of “Four White Horses”: Four white horses, on a river Hey, hey, hey, Up tomorrow Up tomorrow is a rainy day Come on down to the shadow play Shadow play is a ripe banana, Up tomorrow is a rainy day My pupil’s own creative rendition of “Four White Horses”: Four white tigers, on a river Hey, hey, hey, Up tomorrow Up tomorrow is a lazy day Come on down to the shadow play Shadow play is a ripe pineapple, Up tomorrow is a lazy day 87

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