ABSTRACT
Many school subjects have been the subject of innovation. By making the step from a reproductive approach to a more productive one, children are actively involved in the construction of the objects that are relevant to their respective disciplines. The purpose of this chapter is to provide a case for a play-based music education curriculum. The main question is as follows: “How can musical activities with children be conceptualized as playful activities that establish optimum conditions for (musical) learning outcomes?” From a CHAT (cultural-historical activity theory) perspective, this question has been answered in the following way: play can be conceived of as a way of carrying out human activities. All human activities can be accomplished in more strict and mechanistic ways or in more free and joyful ways. This also applies to music activities. Musical play is a mode of activity in which the format is defined by the three parameters of activities: rules, degrees of freedom, and involvement. Although there are many music activities that allow for playful versions, it is argued here that music composition activities in particular follow the play format of activity and offer children opportunities to create their own music.
