Learners’ Identity Through Soundscape Composition: Extending the Pedagogies of Loris Malaguzzi With Music Pedagogy

  • Matthew Yanko University of British Columbia
Keywords: early childhood, Reggio Emilia approach, music education, soundscape composition, negotiating identity, autoethnography

Abstract

It is astonishing to observe, listen, and co-learn with children as they engage with music to expand beyond the possible with their meaning-making abilities—immersing themselves in a hundred languages of music inspired by Loris Malaguzzi. In the current study, I examine how children in a split Grade 1/2 class explore and represent the sounds associated with city landmarks through soundscape composition. In particular, I focus on how students partake in the negation of identity. As a result of that, I have come to discover that by listening to children’s soundscapes we may be able to feel something new about particular landmarks, contemplate its value to citizens, and learn more about the meaning making
of children.

Published
2019-05-31
How to Cite
YankoM. (2019). Learners’ Identity Through Soundscape Composition: Extending the Pedagogies of Loris Malaguzzi With Music Pedagogy. LEARNing Landscapes, 12(1), 271-284. https://doi.org/10.36510/learnland.v12i1.994