The creative process of children in musicalisation activities
A socio-historical perspective
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Music, as a form of language, is a human characteristic that is present in the lives of human beings and therefore influences the cognitive, social, emotional and affective development of many who interact with it. When children come into contact with the world of sound, they recognise different sounds and are able to reproduce and reinvent them. This is possible because human beings are capable of imagining, creating and giving new meanings to their experiences. According to Vygotsky's socio-historical perspective, assumed in this work, every human activity that generates something new is a c...
Music, as a form of language, is a human characteristic that is present in the lives of human beings and therefore influences the cognitive, social, emotional and affective development of many who interact with it. When children come into contact with the world of sound, they recognise different sounds and are able to reproduce and reinvent them. This is possible because human beings are capable of imagining, creating and giving new meanings to their experiences. According to Vygotsky's socio-historical perspective, assumed in this work, every human activity that generates something new is a creative act and creative imagination is a process that culturally transforms reality. Based on these assumptions, objectives were set that outlined the theoretical-methodological structure of this research. The general aim was to understand the creative process of children in early childhood education who are new to musicalisation activities, involving the recognition, identification and representation of sound elements from various sound productions. It is hoped that this work will broaden discussions in the area and promote new meanings in the practice of musicalisation for children.
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