This article explores the pedagogical tool Musical Mirrors, which the author has integrated into early childhood music education. The study examines whether this tool is appropriate for early childhood music lessons. While this method has been widely used in Israel and beyond, the article seeks to establish Musical Mirrors as a pedagogical tool that should gain greater recognition and wider appreciation. The article relates this approach to Edwin Gordon’s music learning theory, which emphasizes sequential stages of music learning, beginning with passive absorption and culminating in active musical participation.
Michal Hefer (Tue,) studied this question.