| Summary: | In order to strengthen the importance of melodically instrumental play in Early Childhood Education it appears essential to design a simplified, structured system as an outset for future users. The purpose of the present study is to examine and analyze how children’s and pedagogue’s altered usage of melodic instruments appears after linear musical activities. Notions used for analysis are derived from a posthumanistic perspective, of which the theoretical recourses of this study are based upon. Generation of empirics was collected with video and photo during three weeks and a total of five observations with two pedagogues and eleven three to five year-old children. A structured system with color-coded markers appears to give meaningfulness to play with melodic instruments as it tends to add an alternative focus of attention to children’s use of the piano. Colored symbols provided a unified starting point for the construction of individual melodies for both children and pedagogues, which altered how they used the piano. The understanding of the colored markers and symbols was linked together and made visible through our participants when sheet music were used during non-linear situations and activities. Various forms of interactions between material, children and pedagogues was emitted during the process, such as the piano without colored markers initially invited the children to play together, yet the structured system tended to make the participants more protective of their play.
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