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The impact of music-making outdoors on primary school aged pupils (aged 7-10 years) in the soundscape of nature from the perspective of their primary school teachers

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posted on 13.01.2022, 16:42 by Dylan Adams, Gary Beauchamp
The benefits of taking pupils’ learning outdoors have been widely reported around the world. However, it is argued the simple act of stepping outside the classroom does not inevitably bring rewards. This study examines teachers’ perceptions of the impact of primary school pupils’ music-making in various outdoor rural locations. It analyses qualitative data from semi-structured interviews with seven teachers from six different primary school classes, who observed their classes as they took part in the music-making. The validity of the teachers’ perceptions is triangulated with evidence from semi-structured interviews with six groups of children from the six different classes. The analyses show the teachers perceived that the space, the new soundscape and the close contact with nature afforded by the different locations engendered enhanced experimentation and expressiveness. The teachers suggested that, as a result, the children became immersed in, and focussed on, their music-making. The study suggests teachers identify potential benefits for children aged 7–10 years in making music in outdoor locations. We conclude greater phenomenological, body-focussed understandings in education and an increased awareness of somaesthetic perspectives may be beneficial for teachers to explore in pupils’ music-making and in other creative areas of the curriculum.

History

Published in

Journal of Outdoor and Environmental Education

Publisher

Springer

Acceptance Date

11/11/2020

Publication Date

03/12/2020

Version

VoR (Version of Record)

Citation

Adams , D. and Beauchamp, G. (2020) ‘The impact of music-making outdoors on primary school aged pupils (aged 7-10 years) in the soundscape of nature from the perspective of their primary school teachers’, Journal of Outdoor and Environmental Education doi 10.1007/s42322-020-00072-5

Print ISSN

2206-3110

Electronic ISSN

2522-879X

Cardiff Met Affiliation

  • Cardiff School of Education and Social Policy

Cardiff Met Authors

Dylan Adams Gary Beauchamp

Copyright Holder

© The Authors

Language

en

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