Children’s Experiences of Musical Activities

It is important for educators to learn which type of music-making or activities in the arts gifted children pursue. The values and aims of arts education are often realised through artistic activity through artistic thinking and knowing in action. Because so many of the children (especially in Finland) mentioned music as their hobby, children’s descriptions of their musical activities have been reported. In his praxial philosophy of music education David Elliot (1995, 274) emphasises that making music is a logical and viable educational end for all of those who study music. Performing, improvising, composing, and practising music are rich and complex forms of cognition, exquisite types of human thinking and knowing. According to Elliot (1995) they are not only

‘learning activities’ that children dip into occasionally. Most of all musician-ship is needed to achieve self-growth, and this flow is not achieved through incidental and superficial dabbling. Growth, self-knowledge, musical enjoy-ment and self-esteem regarding children’s deepening involveenjoy-ment in cultural and musical ways take place when the child practices and there is gradual, sustained and systematic development of musicianship. During this interview gifted children told me about their personal experiences in music and arts learning situations, as well as their beliefs concerning their ability and expec-tations regarding the future.

I: Tell me your opinion. Why do we need music in this world?

C: Otherwise, it would be too silent.

I: What do you learn from music?

C: I learn to listen, and I learn music skills.

I: Like what?

C: That I can’t put my fingers too far away from the others.

I: What do you play?

C: Cello.

I: How do you learn best?

C: I learn best when I practise and practise.

I: Tell me in which way you are good at music.

C: I’m good at practising alone.

I: When do you think learning happens best?

C: It happens only when I want to learn, and then it happens right away.

(Finnish 7-year-old boy)

The Estonian children reported more often that the music education in their kindergartens was their favourite area of learning. Compared to Finnish chil-dren in my study or to the chilchil-dren in Brotherus’ (2004) study where they reported that most favourable activities were playing outdoor games and learning their mother language. In my study the musical learning situations of Finnish children mostly took place at homes or in music school settings, while in Estonia there is a specialised music teacher in every kindergarten.

I: Tell me your opinion. What was best about kindergarten?

C: Our music teacher was the best and she also teaches at the Old Town School.

I: What have you done with music there?

C: One day we went to the Estoniale, and we all sang there, and we sang a lot in kindergarten, and we presented a lot of concerts.

I: Tell me, do you like performing music?

C: Yes. I do. It is a good feeling when all of the folks are clapping for us.

I: What you have performed?

C: Mmm. Many songs“ Ûkski lill ja pilv ei ole näinud oma ema” I or we were the soloists: three girls and one boy. At the beginning and the end there was a common part, and at first I sang alone. Then we sang together at the end.

I: Is there something difficult about performing music?

C: Yes, it can be. To perform really well is quite difficult and you must practice, so that you start playing the music together or alone at the right moment and so that you can sing the notes and words by heart.

I: Would you like to have music as your hobby?

C: Yes.

I: Why?

C: Because I want to become a singer or a ballet dancer.

I: What use do you get from this?

C: All kinds things .Time goes nicely and joyfully.

(Estonian 7-year-old girl) I: Tell me about your musical performance.

C: Well, I played four-handed pieces at Aino Acté’s Villa. It was nice because I was playing with my friend.

I: What did you play?

C: One Rondo.

I: What did you think about this music?

C: I liked it, because it is so lively and fast.

I: What the most important about this performance?

C: Flowers! We got roses.

(Finnish 6-year-old girl)

Gifted children valued their teachers as mentors for practising or performing in properly.

I: Why is teaching important in music?

C: The teacher tells me when to correct my wrong notes.

I: How?

C: Well, first I play them a lot, and then he corrects me and my practice and make fewer mistakes.

I: Have you learned to correct your mistakes when playing?

C. Yes. Well, last time when we had a band, I played one note too late, but I just jumped forward and played the next one right.

I: And … who noticed it?

C: My teacher.

I: What did he say to you?

C. Well, he said it was well done!

I: Tell me which kind of music teacher is best?

C: A teacher who teaches fast so that learning is fun, and notices everything quickly and says what I should do.

I: Do you think that you could learn faster?

C: Yes, I do.

I: How often do you practice at home?

C: Every day.

I: How often should you practice in order to learn well?

C: As often as I like.

(Finnish 7-year-old boy)

Performing situations were fascinating for gifted children and they seemed to enjoy them as we can see from these interviews:

I: Have you ever performed music?

C: Yes, I have.

I: What you have done?

C: I have sung.

I: Tell me about that. Where did it happen and how did you experience it?

C: There was a music house in Old Town.

I: And?

C: Cats! We were singing and presenting those… I and two other children.

I: Tell me about that!

C: I was in the middle of these three pieces and many children were watching us; mothers and fathers alike. And my father filmed us when we sang and did our presentation.

I: What do you think about your presentation?

C: Mmm … It was fun and exciting … a good song … we sang it well.

(Estonian 7-year-old girl) I: Have you ever played music in public?

C: Yes.

I: Where? Tell me about the situation.

C: It was at a Christmas party, and I played “A phone in Africa” with my cello.

I: “A Phone in Africa” How did you feel this situation?

C: It was exciting.

I: Tell me more. Was it exciting all the time?

C: Yes from the beginning to the end but mostly at the beginning.

I: Did you like performing at all? Was there something good?

C: Yes, it was good that I performed.

I: What was the best part of it?

C: Playing … that I can play; it is nice and exciting at the same time.

(Finnish 7-year-old boy)

The gifted children’s comprehension of music as a profession was surpris-ingly very deep; they seemed to understand both the mental and practical levels of a skilful musician’s work.

I: Tell me your opinion. What are good abilities for those people who want to work with music?

C: They have to take music seriously.

I: What do you mean?

C: You must listen a lot, and be a friend of music.

I: Yes … is there anything else?

C: Yes. You can’t just play this and that, or make a joke out of it; you have to practice seriously, and if you sing you must have a good voice.

(Estonian 7-year-old girl)

Gifted children gather ideas from different environmental situations to build their world view or images for their future goals.

I: Tell me, what do you play?

C: I play the five-string kantele.

I: What would you like to learn in music?

C: I would like to learn to play an organ.

I: How did you get this idea?

C: I was at a church wedding ceremony.

I: Why do you prefer the organ?

C: The sound is wonderful, and there are many sounds … and you can also, play with your feet.

(Finnish 6-year-old girl)

4.3.2 Summary of Children’s Experiences of Their Learning

In document Estonian and Finnish gifted children in their learning environments (sivua 122-126)