Adults Learning for Intergenerational Creative Experiences

Project number: 518106-LLP-1-2011-IT-Grundtvig-GMP

Advanced Training Course A.L.I.C.E.Learning Unit 2

Music as Creative Language for Adult-Child Interplay

Teresa Dello ManacoThe Mosaic Art And Sound

SOUND AND MUSIC IN ADULT-CHILD INTERPLAY

In their first year of life, children activate a non-verbal

communication by using rhythm with parts of their body or vocal

sounds and inflections that can be intended as musical characteristics

Caregivers and infants are engaged in a sort of communication that does not concern a transfer of

information from one to the other, but a

simultaneous creative interplay

Through this, they relate and make contact

The communication is continuously recreated in action, through the

expression of simple, shared games of repetitive actions

A typical example is the familiar and universal game of peep-bo

Each new move in the game, hiding for a moment longer, hiding in different way, showing a more exaggerated surprise and so on depends on what has just gone

before and, crucially, on how the baby is reacting

The outcome of effective communication is a sympathetic

contact which is mutually rewarding to both partners

Communication becomes an active process which brings

people together and sustains, enhances and strengthens their

connection

In a jazz jam session the music performance exists because of shared impulses and ideas which are taken and given by the performers

None of the musicians know the outcome of the music

combinations that are about to appear in their performance,

until they are created at the very moment of their exchange

The creativity depends on an intangible chemistry between the members of the

group

It emerges out of musical conversation

Similarly, in non-verbal caregiver-infant interplay, the communication is not a

directional process from two individuals in turn, but operates

continuously as an active, dynamic system in which all participants are

simultaneously fully engaged.

As the child grows, the same spontaneous, natural structure of

music creativity, and therefore communication can be cultivated.

A child will be prone to develop harmonious social skills when the

adult is adaptive to her/his spontaneous musical expressions by being able to mediate between his

own music/cultural background and the child’s own musical impetus.

Nevertheless, although in their full spontaneity, in the music games children need to be given clear boundaries within

which they can act. This allows them freedom as well as clarity and grounding.

How can we support and

develop musical communication between parents, caregivers, teachers and young children?

Ask the social initiatives supporting families,

nursery and primary schools to draw their attention on the

subject of musical communication.

There is the need to develop children

music competences that enable them to

have harmonious social skills.

At home, have a variety of simple music instruments and play them

together with the children. The whole family can become a

music group.

Percussion instruments can be also easy to build. For instance, we can use different fruit seeds or shells and put them in boxes of various materials and shake them or we can use different

sized pan pipes and so on.

We can use recycled materials or buy a number of inexpensive educational

instruments and greatly enjoy jamming with our children.

End