Children's Musical Development

It is interesting to observe children and adults when there are drums in the room. As they pass, many  instinctively hit or play the drum. Children find it difficult to restrain themselves from playing musical instruments they are handed in class. 'We must ask why apparently general musical abilities should be restricted to a chosen few in societies supposed to be culturally more advanced' (John Blacking, anthropologist). Music-making is part of every daily living, not just reserved for elite performers with what society ascribes as 'talent.' Every child is a music-maker.

Children's Festival at Park Circle
Children participating in drumming at Children's Festival
"Children's Festival at Park Circle" by North Charleston is licensed under CC BY-SA 2.0

There is a general developmental progression in the acquisition of children's  musical skills, but wide variation of customs and practices within ethnic groups. Insiders to the culture know meanings and perform social roles in prescribed places. Children are usually part of social cultural practices within families and communities, with musical sub-cultures in locations, such as, in school yard / playgrounds.

There are many aspects of music-making that can be observed, along with embedded cultural knowledge and practices. I use hand drumming to explore features of children's natural music-making. Observations occur in virtual or material environments. Ethnomusicology is the study of music from the cultural and social aspects of the people who make it.

Musical Elements

  • Tempo
  • Timing (mean duration of inter-beat interval; number of beats per section; mean bout duration)
  • Dynamics
  • Tonal patterns
  • Tone  conduction
  • Cadential patterns
  • Instrument selection
  • Rhythmic themes 
  • Sound reflection

Communication

  • Language and musical language; symbolic communication
  • Listening
  • Turn taking
  • Imitation
  • Vocalisation
  • Initiation
  • Eye contact
  • Responsiveness
  • Emotional expression
  • Choice making
  • Dress and conventions

 Cognitive / Psychological

  • State of arousal / alertness
  • Analysis and planning
  • Sharing resources
  • Attention 
  • Mood and emotions 
  • Organisation / Executive functioning
  • Control

Social

  • Synchrony
  • Concurrence
  • Dynamics in ensembles / duets: Tolerance, cooperation, group cohesion, commitment
  • Ritualised acoustic displays
  • Acoustic duets
  • Spacing
  • Transmission
  • Social norms and social roles
  • Behaviour patterns: commitment, attraction
  • Mnemonic conventions
  • Cultural identity and engagement with historic conventions  
  • Politics and power sharing--participation, discrimination, inclusion / exclusion 
  • Leadership style and conventions

    Physical (Sensory Motor)

    • Coordination
    • Gross and Fine Motor Skills
    • Positioning (Hand drumming, foot drumming, knuckle knocking, open hand)
    • Posture and Associated reactions, reflexes, body synergies
    • Spacing
    • Aerobic endurance
    • Tolerance


    Perception

    • Motor Planning
    • Proprioception (vibrational awareness), kinaesthesia (movement sense)
    • Visual and auditory acuity and discrimination
    • Spatial awareness / spatial relations
    • Sequencing (auditory / visual)
    • Rhythmic perception: make figural/metrical descriptions; interpret metrical descriptions; produce metrical hierarchy; describe metrical hierarchy

     Environmental Factors

  • Acoustics: Auditory reflection / absorption
  • Seating
  • Room
  • Individual / Dyad / Group
  • Lighting
  • Instrument storage
  • Instrument availability / access and barriers
  • Cost of participation (performers and audience)
  • Location / Venue
  • Support crew and infrastructure
  • Conflict
  • Concurrent activities
  • Distraction (e.g. background noise)
  • Furnishings, clothing
  • Ventilation
  • Temperature

    Supporting Participation and Social Inclusion

    Many aspects of music-making can be modified to support children's participation. The music-making activities usually occur in social settings, along with eating, drinking and celebrations. This provides opportunities for belonging, and being part of a social group. Children may need assistance to learn the conventions for music-making and support to get involved from trusted adults who are familiar with the culture and musical conventions. 

    I like to work in the context of music-making, where possible, or to support children to prepare for participation in the natural music-making environment. This involves working with parents and respected Elders / culture bearers who are part of the social music-making network, to advise on appropriate participation. Sometimes, it also involves working alongside the child in music lessons in school, or after-school classes. The process occurs within the lifespan of the music group--bands, ensembles, choirs--or other collective. The goal is for enjoyment, participation/belonging, and growing competence through active involvement. Music-making can stimulate growth in all areas of children's development, music occupations, and social relationships.

    Author: Sandra Kirkwood, Occupational Therapist, Music Researcher / Ethnomusicologist 

    Director, Music Health Australia

    Mobile: 0488 624 362 (Australia)

    Email: kirkwood13@bigpond.com

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