Developing a theoretical foundation for the reflexive interaction paradigm with implications for training music skill and creativity

The MIROR project (Musical Interaction Relying on Reflexion) deals with the development of an innovative adaptive system for children’s music improvisation, composition, and body performance, based on the reflexive interaction paradigm. This paradigm explores the idea of letting users manipulate virtual copies of themselves, through specifically developed software called interactive reflexive musical systems. In this article, the theoretical framework of the reflexive interaction paradigm is discussed with implications for fostering music creativity and music skills. We offer an explanation of the human behaviors involved in reflexive interaction starting from the observation of the interaction of children with the interactive reflexive musical systems. Our aim is to support the hypothesis that reflexive interaction enhances teaching/learning processes and musical creativity in children. We suggest that the idea of mirroring originated in ancient Western culture and now resonates with contemporary psychological theory of musical embodiments, the link between action and perception, and the mirror system