ABSTRACT
In the first part of this chapter, I draw on two young pupils’ first interactions with an early prototype version of MIROR and show how as they learnt to work with the system, they began to develop their ideas musically, at the same time gaining control, or learner agency. One of the children, whom we call Jamila, has not encountered a keyboard before. The other, David, has been learning piano for two years. Using these children’s experiences, I discuss some current ideas on how children begin to form their identity based on their personal and social experiences and show how they combine prior knowledge with new experience to add a new ‘composer’ element to their musical identity.
