A holistic framework for beginner instrumentalists: synergising product and process by way of meaningful learning experiences
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This study investigated an alternative to a disembodied, individualist philosophy used in traditional beginner instrumental instruction, in order to make suggestions for a wider holistic and inclusive approach to meaningful teaching and learning. Despite advancements made in situating the whole student, embodied and inter(en)active, in the process of instrumental learning, there still seems to be a lack of strategies for practical application. By making use of philosophical, theoretical and educational developments with regards to balancing body, mind, environmental and social transactions in instrumental music education, I suggest an extended embodied framework in beginner instrumental teaching and learning which is aligned to the way in which a young child learns. Making use of an integrative literature review, both established and recent material was reviewed, critiqued and synthesised to create an extended embodied framework. Considering suggested strategies made in this study opportunities can be created for the young student to engage in extended meaning-making experiences.