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"Say, Say, My Playmate": Music and Language Socialization in Children's Clapping Games

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dc.contributor.advisor Weinberg, Miranda
dc.contributor.author Coberly, Grace
dc.date.accessioned 2021-07-15T17:48:56Z
dc.date.available 2021-07-15T17:48:56Z
dc.date.issued 2021
dc.identifier.uri http://hdl.handle.net/10066/23704
dc.description.abstract This thesis uses the framework of language socialization to investigate the socializing potential of children's clapping games. Adapting Schieffelin and Och's 1986 definition of language socialization to refer to music, I establish that 1) music socialization is the coincidence of socialization through music and socialization to use music, and 2) music learners are active contributors to their own socialization. I reinforce these claims by drawing connections between a number of practices and terms — routine, variation, improvisation, evaluation, and common vernacular — in both linguistic and musical settings. My analysis of data borrowed from Curtis (2004), Hubbard (1982), Marsh (1995, 2006), and Merrill-Mirsky (1988), shows that routines, variations, and musical features in clapping games are evaluated and acted upon jointly by multiple members of a given group, demonstrating the performers' reliance on a common musical and cultural understanding. I conclude that music socialization is a tangible and active process, and that a detailed comprehension of its principles would benefit researchers and educators alike.
dc.description.sponsorship Tri-College (Bryn Mawr, Haverford, and Swarthmore Colleges). Department of Linguistics
dc.language.iso eng
dc.rights.uri http://creativecommons.org/licenses/by-nc/4.0/
dc.title "Say, Say, My Playmate": Music and Language Socialization in Children's Clapping Games
dc.type Thesis
dc.rights.access Open Access


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