2026 Theses Doctoral

Playful Pedagogy in Classroom Music: An Instrumental Case Study

Ojeda-Petito, Elizabeth

This dissertation examines the role of playful pedagogy in elementary classroom music, addressing the gap between the importance of play and playfulness in child development and its limited use as teaching methodology. Playful pedagogy, which uses the structures and mindset of play to foster engagement and desire for students, remains underexplored in music education. This study investigates what playful practices look like in music classrooms, how they influence students’ musical learning, and how teachers understand and apply them.

Using an instrumental case study design, the research focused on three third-grade music teachers in one school district, in which data was collected over four weeks through semi-structured interviews and classroom observations. Analysis was guided by frameworks identifying elements of playful teaching (Playful Learning Practices and Tools, Mardell et. al., 2023) and playful learning (Indicators of Playful Learning, Mardell et. al., 2019).

Findings show that elements of playfulness were present in both planned and spontaneous forms in all three music classrooms, despite teachers’ explicit awareness or intentions. Teachers incorporated musical playfulness through improvisation, collaboration, competition, singing, musicking, and movement. Students demonstrated empowerment, meaning, and joy through active engagement, autonomy, exploration, and risk-taking.

This study concludes that playful pedagogy enhances music teaching and learning by aligning instruction with students’ natural desires and musical abilities, and calls for greater exploration and experimentation in its use.