Envisioning collaborative composing in music education: learning and negotiation of meaning in operabyyou.com

2013 ◽  
Vol 30 (2) ◽  
pp. 207-222 ◽  
Author(s):  
Heidi Partti ◽  
Heidi Westerlund
Keyword(s):  
Music Education ◽  
Negotiation Of Meaning ◽  
Musical Meaning ◽  
Instrumental Case Study ◽  
Music Classroom ◽  
Construction Of Identity ◽  
Art Works ◽  
Music Community ◽  
Online Music

This qualitative instrumental case study examines collaborative composing in the operabyyou.com online music community from the perspective of learning by utilising the concept of a ‘community of practice’ as a heuristic frame. The article suggests that although informal music practices offer important opportunities for people with varied backgrounds to participate in the production of art works, and may thus represent and illustrate important aspects of the community life of the society, they do not necessarily provide ideal models for the music classroom. Based on the analysis of the operabyyou.com community, we discuss conditions for collaborative composing when aiming to design educational settings that support the students' construction of identity and ownership of musical meaning.

scholarly journals Technology and the transmission of tradition: An exploration of the virtual pedagogies in the Online Academy of Irish Music

2019 ◽  
Vol 12 (1) ◽  
pp. 5-23 ◽  
Author(s):  
Francis Ward
Keyword(s):  
Music Education ◽  
Virtual World ◽  
Traditional Music ◽  
Social Experiences ◽  
The Internet ◽  
Virtual Classrooms ◽  
Irish Music ◽  
Online Music ◽  
Central Resource

The Internet is now a central resource in the transmission of Irish traditional music (ITM), with over 80 per cent of Irish traditional musicians citing that they use online resources. The Online Academy of Irish Music (OAIM) is a website that offers online tuition, and employs innovative virtual pedagogies including Virtual Classrooms, Virtual Sessions, Jam Sessions and Virtual Reality Sessions. Through ethnographic means and focusing on the OAIM as a case study, this article highlights the connection between music and social learning in the ITM tradition. Informed by the work of ethnomusicologists Turino, Rice and Merriam, it documents how the virtual world is attempting to mimic social experiences for the learner of ITM. Documenting this process of mimicking reveals the challenges of holistic online learning, which could prove informative for all stakeholders in the pedagogic process as OAIM endeavours to address the shortcomings and inform the broader investigations into online music education.

YouTube, fanvids, forums, vlogs and blogs: Informal music learning in a convergent on- and offline music community

2012 ◽  
Vol 31 (1) ◽  
pp. 91-105 ◽  
Author(s):  
Janice Waldron
Keyword(s):  
Music Education ◽  
Online Community ◽  
Participant Observation ◽  
Computer Mediated Communication ◽  
Music Learning ◽  
Mediated Communication ◽  
Learning And Teaching ◽  
Informal Music Learning ◽  
Music Community ◽  
Online Music

In this paper I examine the music learning and teaching in the Banjo Hangout online music community ( www.banjohangout.org/ ) using cyber ethnographic methods of interview and participant observation conducted entirely through computer-mediated communication, which includes Skype and written narrative texts – forum posts, email, chat room conversations – along with hyperlinks to YouTube and other Internet music-learning resources. The Hangout is an example of an online community based on the pre-existing offline interests of its founding members and it is thus connected to and overlaps with the offline Old Time and Bluegrass music banjo communities. Although I focus on the Banjo Hangout online community, this study also provides peripheral glimpses – embedded in the participants’ narratives – into the offline Old Time and Bluegrass banjo communities of practice. As a cyber ethnographic field study, this research also highlights the epistemological differences between on- and offline community as reflected in music education online narrative qualitative research and research practice.

scholarly journals Applying music-and-movement to promote agency development in music education: a case study in a special school

2019 ◽  
Vol 37 (1) ◽  
pp. 71-85 ◽  
Author(s):  
Katja Sutela ◽  
Marja-Leena Juntunen ◽  
Juha Ojala
Keyword(s):  
Music Education ◽  
Teaching Experiment ◽  
Theory And Practice ◽  
General Level ◽  
Special School ◽  
Embodied Interaction ◽  
Music Classroom ◽  
Education Theory ◽  
Relaxation Exercises

AbstractIn this article, we describe the agency development in one student with special needs through Dalcroze-based music-and-movement activities. The case study was conducted in the context of classroom music education in a special school. The data were produced via a teaching experiment (from August 2015 to March 2016), in which a group (n = 13) of 15- to 16-year-old students participated in added lessons (one lesson per week) provided by the first author. The lessons included a variety of Dalcroze-based activities, such as singing with movement, quick reaction and follow exercises, movement improvisation, body percussion exercises, dances, and relaxation exercises. The data consist of video-recordings of the lessons, a research diary, and interviews with teachers, teaching assistants, a therapist, and a specialist of special education. During the teaching experiment, the case student’s agency developed from being a passive outsider to being an active participant and leader. The change in agency was noticed also outside the classroom. The study suggests that using music-and-movement in a music classroom offers possibilities for nonverbal embodied interaction and thereby opportunities for the development of students’ agency and autonomy foremost by developing their body and social skills. On a more general level, the article contributes to developing such music education theory and practice that acknowledges the significance of experience in learning music and in embodied interaction, where individuals interact and make sense of the world through nonverbal communication. In addition, this study highlights the strength of such education in supporting the development of the whole human being.

scholarly journals A cosmopolitan culture-bearer as activist: Striving for gender inclusion in Nepali music education

2018 ◽  
Vol 36 (4) ◽  
pp. 533-546 ◽  
Author(s):  
Heidi Westerlund ◽  
Heidi Partti
Keyword(s):  
Music Education ◽  
Life Story ◽  
Music Classroom ◽  
Cultural Negotiation ◽  
Gender Inclusion ◽  
Musical Practices ◽  
Context Specific ◽  
The Right ◽  
Radical Processes

Although music education scholars have increasingly advised teachers to take heed of values, principles, and strategies of musical practices outside of school, very little has been written in music education regarding the ideological underpinnings of musical practices in these contexts. This article argues that musical practices outside of school do not necessarily provide ideal models to be directly applied in the music classroom, but need to be critically examined and transformed to better align with global imperatives such as inclusiveness. In addressing the imbalance between “inauthentic” learning in school and “authentic” learning outside of school, this article shows how working toward the global ideal of gender inclusion may require radical activism and a cosmopolitan approach countering the right of an ethnic group to practice and preserve their own distinctive culture. The life story of a Newar musician from the Kathmandu Valley is used to illustrate this argument by demonstrating what it takes for a “culture-bearer” to initiate radical processes of social change and transformation. In this qualitative narrative case study, we asked what kind of context-specific, socio-cultural negotiation was required to overcome the challenges the musician faced in including girls and women in musical learning in a Newar community.

Replicants, imposters and the real deal: Issues of non-use and technology resistance in vintage and software instruments

First Monday ◽  
2015 ◽  
Author(s):  
Claes Thorén ◽  
Andreas Kitzmann
Keyword(s):  
Social Construction ◽  
Affect Theory ◽  
Digital Processing ◽  
Social Construction Of Technology ◽  
Assemblage Theory ◽  
The Social ◽  
Music Community ◽  
Online Music ◽  
Technology Resistance

This paper explores non-use and technology resistance among musicians and enthusiasts devoted to analog synthesizers (particularly vintage synthesizers from the 1970s), and the recent influx of software simulations that often elicit critical and negative reactions among this group of devotees. Drawing on a combination of assemblage theory and affect theory this paper presents a case study of a prominent online music community and asks: What does this particular instance of technological resistance reveal about the social construction of technology and the on-going emotional and material negotiations that constitute digital and analog experiences? Results show that the possession or appreciation of analog synthesizers and the rejection of their digital counterparts is less about composing music or playing with others and more about a solitary activity that is deeply emotional, experiential and carefully untainted by the impurity of digital processing and equipment.

School-based integrated curriculum: An integrated music approach in one Hong Kong kindergarten

2018 ◽  
Vol 35 (2) ◽  
pp. 133-152 ◽  
Author(s):  
Wing Chi Margaret Lau ◽  
Susan Grieshaber
Keyword(s):  
Hong Kong ◽  
Music Education ◽  
Integrated Curriculum ◽  
Kindergarten Teachers ◽  
Kindergarten Teacher ◽  
Music Curriculum ◽  
Instrumental Case Study ◽  
Music Integration ◽  
School Based

The implementation of a school-based integrated curriculum enables schools to plan a balanced, flexible and coherent curriculum in order to reduce subject specification, especially in kindergartens. Despite kindergarten teachers in Hong Kong Special Administrative Region (SAR) being encouraged to integrate music content across subject areas, these boundaries still exist and prove challenging. This instrumental case study shows how one kindergarten teacher attempted to integrate other subjects into the music curriculum through movement and games, and encourage children's creativity. Eight detailed observations of music lessons and an interview with the kindergarten teacher depict her efforts at integration. Findings show that some progress was made and that the support of the principal was pivotal. They also suggest ways in which kindergarten teachers might begin to incorporate more creative integrated approaches to music education and have some applicability to other kindergarten settings where transmission approaches tend to dominate and teachers want to encourage music integration and children's musical creativity.

Information Literacy and Education Policy: An Instrumental Case Study of the Ontario Public School Curriculum

2013 ◽  
Author(s):  
Pia Liv Russell
Keyword(s):  
Information Literacy ◽  
Rhetorical Analysis ◽  
School Curriculum ◽  
Policy Makers ◽  
Public Education System ◽  
Instrumental Case Study ◽  
Student Access ◽  
Literacy Policy ◽  
Étude Cas

This interdisciplinary case study explores information literacy policy in Ontario’s public education system. Using interviews with policy makers and a rhetorical analysis of information literacy policy documents, it finds Ontario’s current information literacy policy inadequate to the task of providing equitable student access to opportunities for information literacy development.Une étude cas interdisciplinaire explore la politique de littératie informationnelle du système d’éducation publique de l’Ontario. En utilisant des entrevues avec les décideurs et une analyse rhétorique des documents sur la politique de littératie informationnelle, il est démontré que la politique de littératie informationnelle actuelle de l’Ontario est inappropriée pour la mission qui vise à offrir aux étudiants un accès équitable aux possibilités de développement de la littératie informationnelle. 

Habits of Mind as a Framework for Assessment in Music Education

2019 ◽  
pp. 201-224
Author(s):  
Jillian Hogan ◽  
Ellen Winner
Keyword(s):  
Music Education ◽  
Arts Education ◽  
Habits Of Mind ◽  
Public High School ◽  
Student Agency ◽  
Thinking Dispositions ◽  
Music Classroom ◽  
Music Ensembles ◽  
School Music ◽  
High School Music

Music making requires many kinds of habits of mind—broad thinking dispositions potentially useful outside of the music room. Teaching for habits of mind is prevalent in both general and other areas of arts education. This chapter reports a preliminary analysis of the habits of mind that were systematically observed and thematically coded in twenty-four rehearsals of six public high school music ensembles: band, choir, and orchestra. Preliminary results reveal evidence of eight habits of mind being taught: engage and persist, evaluate, express, imagine, listen, notice, participate in community, and set goals and be prepared. However, two habits of mind that the researchers expected to find taught were not observed: appreciate ambiguity and use creativity. These two nonobserved habits are ones that arts advocates and theorists assume are central to arts education. The chapter discusses how authentic assessment of habits of mind in the music classroom may require novel methods, including the development of classroom environments that foster additional levels of student agency.

scholarly journals Linking musical metaphors and emotions evoked by the sound of classical music

2021 ◽  
pp. 030573562199123
Author(s):  
Simon Schaerlaeken ◽  
Donald Glowinski ◽  
Didier Grandjean
Keyword(s):  
Music Education ◽  
Classical Music ◽  
Empirical Method ◽  
Mixed Effects Models ◽  
Musical Meaning ◽  
Linear Mixed Effects ◽  
Generalized Linear Mixed Effects ◽  
Perceptual Characteristics ◽  
Valence And Arousal ◽  
Western Classical Music

Musical meaning is often described in terms of emotions and metaphors. While many theories encapsulate one or the other, very little empirical data is available to test a possible link between the two. In this article, we examined the metaphorical and emotional contents of Western classical music using the answers of 162 participants. We calculated generalized linear mixed-effects models, correlations, and multidimensional scaling to connect emotions and metaphors. It resulted in each metaphor being associated with different specific emotions, subjective levels of entrainment, and acoustic and perceptual characteristics. How these constructs relate to one another could be based on the embodied knowledge and the perception of movement in space. For instance, metaphors that rely on movement are related to emotions associated with movement. In addition, measures in this study could also be represented by underlying dimensions such as valence and arousal. Musical writing and music education could benefit greatly from these results. Finally, we suggest that music researchers consider musical metaphors in their work as we provide an empirical method for it.

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