Exploring turn-taking in children's interaction with a new music technology

This study investigates empirically 4-8-year-old children's interaction with a novel technology for music improvisation called the MIROR Impro. The technology is designed to 'respond' in a varied but stylistically consistent manner to the child's playing. Looking at this interaction from a pedagogical point of view, informed by a socio-cultural perspective, we analyse (i) the basic turn-taking rationale of the technology; (ii) what characterises the turn-taking between child, technology and/or another child or an adult; and (iii) if and how the responses from the technology scaffold the child's musical playing. The results show that while some children discover the turn-taking nature of the technology's responses, some children need help in noticing this feature. The changing nature of interaction and turn-taking when the child plays the keyboard alone or with a peer or adult is also clarified. The children do not necessarily orientate themselves towards the rationale 'inscribed' in the technology, instead being focused on achieving other musical goals, e. g., playing a melody rather than improvising. The findings are discussed in terms of a more dialogical notion of musical development than traditionally conceived and the importance of the child's previous musical experiences in relation to his or her activities with the new musical technology.