This paper presents an exploratory case study of the constitution of music in kindergartens. An analysis of sonal patterning showed that with the aid of minimal criteria of intentionality—intended pitch and intended rhythm—varieties of typified music making could be discerned. These criteria, however, were not found to be necessarily congruent with those employed by kindergarten teachers, whose own culturally determined criteria serve to delineate a relatively narrow field of music as a body of school-oriented knowledge.
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