Posthuman understanding of music and bodies as matter highlights otherwise forms of musical embodied learning. In this paper, we focus on an early childhood classroom music event and think diffractively with cognitive and posthuman theories in order to extend our insight into it. Accordingly, we explore cognitive approaches to music and movement, as well as posthuman concepts such as agency, embodiment, affect and desire, (de)territorialisations and assemblages. As music educators, we acknowledge the relationship between music and movement in early childhood, but our posthuman reading of the event enables a more equitable understanding of children’s music learning.

中文翻译：

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移动中的音乐：理解幼儿时期的音乐作为知识


后人类对音乐和身体作为物质的理解突出了其他形式的音乐具体学习。在本文中，我们专注于幼儿课堂音乐活动，并利用认知和后人类理论进行差异思考，以扩展我们对它的洞察力。因此，我们探索了音乐和运动的认知方法，以及后人类概念，如能动性、体现、情感和欲望、（去）领土化和组合。作为音乐教育者，我们承认音乐与幼儿运动之间的关系，但我们对事件的后人类阅读能够更公平地理解儿童的音乐学习。