959
Views
6
CrossRef citations to date
0
Altmetric
Article

Spiritual moments making music in nature. A study exploring the experiences of children making music outdoors, surrounded by nature

Pages 260-275 | Received 28 Jan 2019, Accepted 31 May 2019, Published online: 21 Aug 2019

References

  • Adams, D., and G. Beauchamp. 2018. “Portals between Worlds: A Study of the Experiences of Seven Groups of Children Aged 7–11 Years from Six Different Primary Schools in Wales Making Music Outdoors.” Research Studies in Music Education 40 (1): 50–66. doi:10.1177/1321103X17751251.
  • Arvay, C. G. 2018. The Biophilia Effect: A Scientific and Spiritual Exploration of the Healing Bond between Humans and Nature. Boulder, CO: Sounds True.
  • Best, R., and J. V. Kahn. 1996. Education. Spirituality and the Whole Child. London: Cassell.
  • Bonnett, M. 2009. “Schools as Places of Unselving: An Educational Pathology.” In Exploring Education through Phenomenology, edited by G. Dall’Alba, 28–40. Chichester: Wiley-Blackwell. doi:10.1002/9781444322828.
  • Boyce-Tillman, J. 2009. “The Transformative Qualities of a Liminal Space Created by Musicking.” Philosophy of Music Education Review 17 (2): 184–202. doi:10.2979/PME.2009.17.2.184.
  • Bragg, R., C. Wood, J. Barton, and J. Pretty. 2013. “Measuring Connection to Nature in Children Aged 8–12: A Robust Methodology for the RSPB.” University of Essex, Available at: Accessed 10 January 2019. http://rackspace-web1.rspb.org.uk/Images/methodology-report_tcm9-354606.pdf
  • Buber, M. 1937. I and Thou. London: T and Clarke.
  • Buber, M. 2003. Between Man and Man. London: Routledge.
  • Buber, M. 2013. I and Thou. London: Bloomsbury.
  • Cajete, G. 1999. “Reclaiming Biophilia: Lessons from Indigenous Peoples.” In Ecological Education in Action: On Weaving Education, Culture, and the Environment, edited by G. A. Smith, and D. R. Williams, 189–206. SUNY Press.
  • Charles, C. 2018. “Leading from the Heart of Nature.” In The Palgrave International Handbook of Women and Outdoor Learning, edited by T. Gray, and D. Mitten. London: Palgrave Macmillan.
  • Chawla, L. 2015. “Benefits of Nature Contact for Children.” Journal of Planning Literature 30 (4): 433–452. doi:10.1177/0885412215595441.
  • Clarke, C. 2013. Ways of Knowing: Science and Mysticism Today. London: Andrews UK Limited.
  • Csikszentmihalyi, M. 1990. FLOW. The Psychology of Optimal Experience. New York: Harper & Row.
  • Csikszentmihalyi, M. 1997. Flow and the Psychology of Discovery and Invention. New York: HarperPerennial.
  • Csikszentmihalyi, M. 2002. Flow: The Classic Work on How to Achieve Happiness. New York: Random House.
  • de Souza, M., and J. Watson. 2016. “Understandings and Applications of Contemporary Spirituality: Analysing the Voices.” In Spirituality across Disciplines: Research and Practice, 331–347. New York: Springer.
  • De Souza, M., and A. Halafoff, Eds. 2017. Re-enchanting Education and Spiritual Wellbeing: Fostering Belonging and Meaning-making for Global Citizens. London: Routledge.
  • Dewey, J. 2005. Art as Experience. New York: Perigree Books. 1934.
  • Doddington, C. 2014. “Education in the Open: The Somaesthetic Value of Being Outside. ” Other Education: The Journal of Educational Alternatives 3 (1): 41–59.
  • Donaldson, G. 2015. Successful Futures: Independent Review of Curriculum and Assessment Arrangements in Wales. Cardiff: Welsh Government.
  • Drisko, J. W. 1997. “Strengthening Qualitative Studies and Reports: Standards to Promote Academic Integrity.” Journal of Social Work Education 33 (1): 185–197. doi:10.1080/10437797.1997.10778862.
  • Ferrer, J. N. 2005. “Spiritual Knowing: A Participatory Understanding.” In Ways of Knowing: Science and Mysticism Today, edited by C. Clarke, 107–142. London: Andrews UK Limited.
  • Flutter, J. 2007. “Teacher Development and Pupil Voice.” The Curriculum Journal 18 (3): 343–354. doi:10.1080/09585170701589983.
  • Gelter, H. 2010. “Friluftsliv as Slow and Peak Experiences in the Transmodern Society. ” Norwegian Journal of Friluftsliv.
  • Gendlin, E. T. 1997. Experiencing and the Creation of Meaning. Evanston. Springfield, IL: Northwestern University Press.
  • Gill, T. 2014. “The Benefits of Children’s Engagement with Nature: A Systematic Literature Review.” Children Youth and Environments 24 (2): 10–34. doi:10.7721/chilyoutenvi.24.2.0010.
  • Hargreaves, L., J. Moyles, R. Merry, F. Paterson, A. Pell, and V. Esarte-Sarries. 2003. “How Do Primary School Teachers Define and Implement ‘Interactive Teaching’ in the National Literacy Strategy in England?” Research Papers in Education 18 (3): 217–236. doi:10.1080/0267152032000107301.
  • Hay, D., and R. Nye. 2006. The Spirit of the Child. New York: Jessica Kingsley Publishers.
  • Laski, M. 1961. Ecstasy in Secular and Religious Experiences. London: Jeremy P. Tarcher, .
  • Laurence, F. 2010. “Listening to Children: Voice, Agency and Ownership in School Musicking.” In Sociology and Music Education, edited by R. Wright, 243–262. London: Routledge.
  • Lee-Hammond, L. 2017. “Belonging in Nature: Spirituality, Indigenous Cultures and Biophilia.” In The SAGE Handbook of Outdoor Play and Learning, edited by T. Waller, E. Ärlemalm-Hagsér, E. B. H. Sandseter, L. Lee-Hammond, K. Lekies, and S. Wyver, 319–332. London: Sage.
  • Louv, R. 2008. Last Child in the Woods: Saving Our Children from Nature-deficit Disorder. New York: Algonquin books.
  • Louv, R. 2011. The Nature Principle: Human Restoration and the End of Nature-deficit Disorder. New York: Algonquin Books.
  • Maslow, A. H. 1964. Religions, Values, and Peak-experiences. Vol. 35. Columbus: Ohio State University Press.
  • Maslow, A. H. 1968. Toward a Psychology of Being. 2nd ed. New York: Van Nostrand Reinhold.
  • Maslow, A. H. 1971. The Farther Reaches of Human Nature. New York: Arkana/Penguin Books.
  • McLaughlin, T. H. 1996. “Education of the Whole Child.” In Education, Spirituality and the Whole Child, edited by R. Best, 9–19. London: Cassell.
  • Merleau-Ponty, M. 1962. Phenomenology of Perception. London: Routledge.
  • Merry, R. 2004. “‘Are We Allowed To…?’ Teacher Autonomy and Interactive Teaching in the Literacy Hour.” Education 3-13 32 (3): 19–31. doi:10.1080/03004270485200281.
  • Morse, J. M., P. N. Stern, J. Corbin, B. Bowers, K. Charmaz, and A. Clarke. 2009. Developing Grounded Theory: The Second Generation. Walnut Creek, California: Left Coast Press.
  • Morse, M. 2015. “Paying Attention to Perceptual Experience within Nature.” In Experiencing the Outdoors: Enhancing Strategies for Wellbeing, edited by M. Robertson, R. Lawrence, and G. Heath, 113–122. Rotterdam: Sense Publishers.
  • Moss, S. M. 2012. Natural Childhood, 166–171. London: National Trust.
  • Moyles, J., S. Adams, and A. Musgrove. 2002. “Using Reflective Dialogues as a Tool for Engaging with Challenges of Defining Effective Pedagogy.” Early Childhood Development and Care 172: 463–478. doi:10.1080/03004430214551.
  • Nelson, P. L., and T. Hart. 2006. “Spiritual Experiences and Capacities of Children and Youth.” The Handbook of Spiritual Development in Childhood and Adolescence 163: 177.
  • Newby, P. 2014. Research Methods for Education. London: Routledge.
  • Nolan, A., L. Paatsch, and J. Scull. 2018. “Video-Based Methodologies: The Affordances of Different Viewpoints in Understanding Teachers’ Tacit Knowledge of Practice that Supports Young Children’s Oral Language.” International Journal of Research & Method in Education 41 (5): 536–547. doi:10.1080/1743727X.2017.1307958.
  • Nye, R. 2009. Children's Spirituality: What it is and Why it Matters. London: Church House Publishing.
  • Payne, P. G., and B. Wattchow. 2008. “Slow Pedagogy and Placing Education in Post-traditional Outdoor Education.” Journal of Outdoor and Environmental Education 12 (1): 25. doi:10.1007/BF03401021.
  • Powell, E. 2005. “Conceptualising and Facilitating Active Learning: Teachers’ Video-Stimulated Reflective Dialogues.” Reflective Practice 6 (3): 407–418. doi:10.1080/14623940500220202.
  • Pratt, N. 2006. “‘Interactive’ Teaching in Numeracy Lessons: What Do Children Have to Say?” Cambridge Journal of Education 36 (2): 221–235. doi:10.1080/03057640600718612.
  • Rea, T. 2008. “Alternative Visions of Learning: Children’s Learning Experiences in the Outdoors.” Educational Futures 1 (2): 42–50.
  • Rodger, A. 1996. “Human Spirituality: Towards an Educational Rationale.” In Education. Spirituality and the Whole Child, edited by R. Best, and J. V. Kahn, 45–63. London: Cassell.
  • Salisbury, J., C. Ellis, G. Beauchamp, and C. Haughton. 2011. “What’s Occurring? the What, Why, How and When of Research Capacity Building in a Modest Pilot Project with EAL Learners and Science.” Welsh Journal of Education 15 (1): 46–65.
  • Schein, D. L. 2017. Inspiring Wonder, Awe, and Empathy: Spiritual Development in Young Children. New York: Redleaf Press.
  • Schein, D. L. 2018. Inspiring Wonder, Awe, and Empathy: Spiritual Development in Young Children. St. Paul: Redleaf Press.
  • Sefton-Green, J. 2006. “New Spaces for Learning: Developing the Ecology of Out-of-school Education, Hawke Research Institute Working Paper Series, 35.” [Online], Available at: www.unisa.edu.au/hawkeinstitute/documents/wp35.pdf
  • Swank, J. M., C. Cheung, A. Prikhidko, and Y. W. Su. 2017. “Nature-based Child-centered Group Play Therapy and Behavioral Concerns: A Single-case Design.” International Journal of Play Therapy 26 (1): 47. doi:10.1037/pla0000031.
  • Tanner, H., and S. Jones. 2007. “Using Video-stimulated Reflective Dialogue to Learn from Children about Their Learning with and without ICT.” Technology, Pedagogy and Education 16 (3): 321–335. doi:10.1080/14759390701614454.
  • Tanner, H., S. Jones, and H. Lewis. 2010. “Metacognition in the Foundation Phase: Using VSRD to Help Young Children Talk about Their Thinking.” The Welsh Journal of Education 15: 66–79.
  • Turner, E. 2012. Communitas: The Anthropology of Collective Joy. New York: Springer.
  • Turner, V. 1967. The Forest of Symbols. Aspects of Ndembu Ritual. New York: Cornell University Press.
  • Turner, V. 1969. The Ritual Process. Structure and Anti-Structure. London: Aldine Transaction.
  • Turner, V. 1974. “Liminal to Liminoid, in Play, Flow, and Ritual: An Essay in Comparative Symbology.” Rice Institute Pamphlet-Rice University Studies 60 (3): 53–92.
  • Turner, V. 1977. “Chapter III: Variations on a Theme of Liminality.” In Secular Ritual, edited by S. F. Moore and B. F. Myerhoff, 36–52. Assen: Gorcum.
  • Tyrie, J., and G. Beauchamp. 2018. “Children’s Perceptions of Their Access to Rights in Wales: The Relevance of Gender and Age.” International Journal of Children’s Rights 26 (2018): 781–807. doi:10.1163/15718182-02604005.
  • Van Manen, M. 2016. Phenomenology of Practice: Meaning-giving Methods in Phenomenological Research and Writing. London: Routledge.
  • Waite, S. 2011. Children Learning outside the Classroom. London: Sage.
  • Waite, S., M. Bølling, and P. Bentsen. 2016. “Comparing Apples and Pears?: A Conceptual Framework for Understanding Forms of Outdoor Learning through Comparison of English Forest Schools and Danish Udeskole.” Environmental Education Research 22 (6): 868–892. doi:10.1080/13504622.2015.1075193.
  • Warden, C. 2015. Learning with Nature: Embedding Outdoor Practice. London: Sage.
  • White, J. 1996. “Education, Spirituality and the Whole Child: A Humanist Perspective.” In Education, Spirituality and the Whole Child, edited by R. Best, 30–42. London: Cassell.
  • Whyte, B., D. Fraser, and V. Aitken. 2013. Connecting Curriculum, Linking Learning. Wellington: New Zealand Council for Educational Research.
  • Wilson, E. O. 1984. Biophilia. Cambridge (Mass.): Harvard Press.
  • Wilson, R. 2018. Nature and Young Children. London: Routledge. doi:10.4324/9781315148533.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.