Playful practices have been linked to increased motivation, engagement, learning and skill development. However, limited research has explored what playful music learning might look like for primary schools, and how teachers might incorporate a range of playful music practices within their classrooms. Our conceptual model for playful music learning amalgamates and builds upon previous philosophy, theory and research in the education and music education spheres. In doing so, it extends musical play across a continuum of ownership as has been proposed by Zosh et al. (2017) in the realm of playful learning more generally. Playful elements associated with the work of music education pedagogues Kodály and Kokas and other researchers in the field are outlined. Examples of musical games-play and guided musical play for primary classrooms are illustrated, and some recommendations are provided to support teachers in facilitating increasingly playful music learning.

嬉戏的做法与提高动力、参与度、学习和技能发展有关。然而，有限的研究探讨了小学的俏皮音乐学习可能是什么样子，以及教师如何在课堂上融入一系列俏皮的音乐练习。我们的游戏音乐学习概念模型融合了并建立在教育和音乐教育领域的先前哲学、理论和研究之上。在此过程中，正如 Zosh 等人 （2017） 在更普遍的游戏学习领域所提出的那样，它将音乐游戏扩展到所有权的连续体中。概述了与音乐教育教育家 Kodály 和 Kokas 以及该领域的其他研究人员的工作相关的有趣元素。文中列举了小学课堂的音乐游戏和引导音乐游戏的例子，并提供了一些建议，以支持教师促进越来越有趣的音乐学习。