Abstract

Panagiotis Kanellopoulos explores children's talk about musical thinking through the study of their reflections on their own improvised music. He accepts the possibility that children's discourse on music is the beginning of their philosophizing about music, an idea that is related to the larger issue of how to develop a music education perspective that gives voice to the learners and welcomes experimentation, constantly questioning the assumptions we bring as music educators. Based on particular examples of discussions with eight-year old children he explores the development of their discourse, interpreting the meaning of their thinking, and illustrating how they put forward issues that although they begin from concrete particulars point to issues usually confined to abstract philosophical concerns. Children's reflective potential as well as their particular views has important educational implications. Discussions with the children about their work highlight interpretation and meaning-formation at the center of their experience as artists. And musical improvisation emerges as a source of genuine musical experiences and a core means for the creation of communities of practice, dialogue, and reflection.