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.

中文翻译：

---

建立小学课堂有趣的音乐学习模式：基于文献综述的建议


有趣的练习与提高动力、参与度、学习和技能发展有关。然而，有限的研究探索了小学的有趣的音乐学习是什么样子，以及教师如何在课堂上融入一系列有趣的音乐实践。我们的有趣音乐学习概念模型融合并建立在教育和音乐教育领域先前的哲学、理论和研究的基础上。在此过程中，正如 Zosh 等人所提议的那样，它将音乐播放扩展到了所有权的连续体。 （2017）更广泛地讲是寓教于乐的学习领域。概述了与音乐教育教育家柯达伊和科卡斯以及该领域其他研究人员的工作相关的有趣元素。举例说明了小学教室的音乐游戏和引导音乐游戏的例子，并提供了一些建议来支持教师促进越来越有趣的音乐学习。