scholarly journals Locating Project Studios and Studio Projects

2016 ◽  
Vol 141 (1) ◽  
pp. 167-202
Author(s):  
Mark Slater
Keyword(s):  
Contemporary Music ◽  
Mobile Technologies ◽  
Longitudinal Case Study ◽  
Music Production ◽  
Music Making ◽  
Processing Power ◽  
Simple Question ◽  
Power Project ◽  
Insight Into

ABSTRACTVia a longitudinal case study of a studio project (Middlewood Sessions, 2004–12), this research explores processes of music-making in the increasingly prevalent context of the project studio to give an insight into contemporary music-making practices. Predicated upon technologies of decreasing size but increasing processing power, project studios represent a diversification of musical creativity in terms of the persons and locations of music production. Increasingly mobile technologies lead to increasingly mobile practices of music production, which presents a challenge to the seemingly simple question: where is the project studio? In response, I propose an ontology of project-studio music-making that sets out what conditions have to be met for location, as an active proposition, to take place.

scholarly journals Nests, arcs and cycles in the lifespan of a studio project

Popular Music ◽  
2014 ◽  
Vol 34 (1) ◽  
pp. 67-93 ◽  
Author(s):  
Mark Slater
Keyword(s):  
Contemporary Music ◽  
Orchestral Music ◽  
Dance Music ◽  
Longitudinal Case Study ◽  
Music Production ◽  
Study Approach ◽  
Creativity Research ◽  
Insight Into ◽  
Gaining Insight

AbstractMiddlewood Sessions produced a kind of popular music that infuses the timbral aesthetics of jazz and orchestral music with the driving rhythms of dance music. This studio project, lasting for almost eight years, provided a rich resource for gaining insight into the increasingly prevalent context of the domestic project studio via a longitudinal case study approach. At the heart of this research is the desire to understand how people collaborate as part of a studio project, how people use technologies to make music and how all of this unfolds over time. To tackle the question of how to understand the shattered, scattered nature of creative practices, and in extending existing creativity research, I propose three ways of thinking about time: nests, arcs and cycles. While explicating this theoretical framework, something of the specific and idiographic nature of the case study, as an example of contemporary music production, is recounted.

De Ontwikkeling van Schrijfvaardigheid in het Fins als Vreemde Taal

2009 ◽  
Vol 81 ◽  
pp. 121-132
Author(s):  
Marianne Spoelman ◽  
Marjolijn Verspoor
Keyword(s):  
Foreign Language ◽  
Individual Variability ◽  
Dynamic Systems Theory ◽  
Longitudinal Case Study ◽  
European Languages ◽  
Complex Morphology ◽  
L2 Development ◽  
Learner Language ◽  
Insight Into

Within Dynamic Systems Theory (DST), it is assumed that differences in the degree of variability can provide insight into the process of L2 development. This longitudinal case study investigates intra-individual variability in Finnish learner language, focusing on the development of accuracy and complexity. The study involves 54 writing samples, written by a Dutch student who learned Finnish as a foreign language. Finnish, a synthetic language of the agglutinating type, is very different from Indo-European languages and well known for its complex morphology. This complex morphology was investigated for accuracy in form and use. Word-, Noun Phrase-, clause- and sentence constructions were examined for complexity. The purpose of the study was to explain the fluctuations of intra-individual variability and complex relations between variables and to detect both supportive and competitive relationships between growers in order to provide valuable insights into the dynamic processes involved in L2 development.

scholarly journals A Foreign Sound to Your Ear

2013 ◽  
Vol 19 (4) ◽  
Author(s):  
Steven Rings
Keyword(s):  
Longitudinal Study ◽  
Analytical Techniques ◽  
Schema Theory ◽  
Moving Target ◽  
Spectrographic Analysis ◽  
Methodological Pluralism ◽  
Music Making ◽  
And Performance ◽  
Insight Into

This article presents a “longitudinal” study of Bob Dylan’s performances of the song “It’s Alright, Ma (I’m Only Bleeding)” over a 45-year period, from 1964 until 2009. The song makes for a vivid case study in Dylanesque reinvention: over nearly 800 performances, Dylan has played it solo and with a band (acoustic and electric); in five different keys; in diverse meters and tempos; and in arrangements that index a dizzying array of genres (folk, blues, country, rockabilly, soul, arena rock, etc.). This is to say nothing of the countless performative inflections in each evening’s rendering, especially in Dylan’s singing, which varies widely as regards phrasing, rhythm, pitch, articulation, and timbre. How can music theorists engage analytically with such a moving target, and what insights into Dylan’s music and its meanings might such a study reveal? The present article proposes one set of answers to these questions. First, by deploying a range of analytical techniques—from spectrographic analysis to schema theory—it demonstrates that the analytical challenges raised by Dylan’s performances are not as insurmountable as they might at first appear, especially when approached with a strategic and flexible methodological pluralism. Second, the article shows that such analytical engagement can lend new insight into an array of broader theoretical questions, especially those concerning the refractory relationship between song and performance in Dylan’s practice. Finally, the paper illustrates that a close, analytical attentiveness to the sonic particulars of Dylan’s live performances can open our ears to the cacophony of musical pasts that animate his music making.

scholarly journals Does Vocational Education at Regular Schools Matter? – A Longitudinal Case Study of Students’ Experiences with Vocational Orientation Programs

2017 ◽  
Vol 4 (1) ◽  
pp. 218-237
Author(s):  
Sina-Mareen Köhler
Keyword(s):  
Orientation Programs ◽  
Longitudinal Case Study ◽  
Career Plans ◽  
Vocational Orientation ◽  
Transition Pathways ◽  
Socialization Agents ◽  
Insight Into ◽  
Empirical Design

This contribution presents results of a longitudinal qualitative study of young adults with different career plans and transition pathways. The central question of this study focuses on the relevance of vocational orientation programs at regular schools for young people’s career plans and transitions. The first part deals with the organization and research about vocational orientation programs. The second part begins by giving an insight into the empirical design of the longitudinal study. It then proceeds to discuss how the methodological perspective of reconstructive research can provide deeper understanding of student’s perspective. Narrative interviews are used as the basis to investigate how the socialization contexts are relevant and interconnected. Through the deeper understanding of student’s perspectives and the role of different socialization agents, it is possible to highlight the relevance of vocational orientation programs at schools. The findings could prove useful for improving vocational orientation programs at schools. Currently, such programs are disconnected from students’ everyday life and show little regard for their perspectives.

Together in Music

2021 ◽  
Keyword(s):  
State Of The Art ◽  
Contemporary Music ◽  
Positive Outcomes ◽  
Music Making ◽  
The Social ◽  
Methodological Approaches ◽  
Definition Of ◽  
Level Of Understanding ◽  
Insight Into

Together in music develops insight into the musical ensemble as an intense form of teamwork, as finely coordinated joint action, and as an emotionally and socially rewarding experience that enables positive outcomes for wellbeing and development. By investigating processes related to group music-making at meso-, micro-, and macro-level, it offers a platform for synthesis across disciplinary and methodological approaches, and the definition of a new level of understanding that is holistic and considers interrelationships between levels of analysis. The book combines review chapters that summarize the state of the art with case studies that present research outcomes. While most chapters focus on Western classical or contemporary music, the themes that run through the book have broad relevance, which include the role of embodiment and emergence, relationships between the social and the musical, multi-dimensionality of experiences, and technologies to investigate and support collaboration and interaction in ensembles.

“Everything Had to Change”: Nadia Boulanger's Translation of Modernism in the Rice Lecture Series, 1925

2013 ◽  
Vol 7 (4) ◽  
pp. 363-381
Author(s):  
KIMBERLY FRANCIS
Keyword(s):  
United States ◽  
The United States ◽  
Music Making ◽  
Lecture Series ◽  
Musical Traditions ◽  
Nadia Boulanger ◽  
A Minor ◽  
Insight Into ◽  
Gain Access

AbstractFrom December 1924 to January 1925 the influential French pedagogue Nadia Boulanger undertook her first concert and speaking tour of the United States of America. The end of January found Boulanger in Houston, Texas, where she had agreed to present three talks as part of the Rice Lecture Series. The stenographer's transcript of her lectures, which differs greatly from the articles she later published in the Rice Pamphlets, provides the earliest evidence of Boulanger's nascent trans-Atlantic pedagogical work. Further details reside in Boulanger's letters home to her mother, offering intimate insight into Boulanger's impressions of the United States and its contemporary musical traditions. I borrow Gilles Deleuze and Félix Guattari's notion of a “minor language” to theorize how Boulanger adroitly manipulated her status as a foreigner, as a prodigious virtuoso, and as a woman to circumvent American prejudices about women's involvement in music making and gain access to “authority.” Thus events from Houston 1925 serve both as a means to document Boulanger's first recorded English lectures and as a case study in her development of a specialized pedagogical language, developed out of an experience with Franco-American translation in the southern United States.

Mixing the Multitrack

2018 ◽  
Author(s):  
Adam Patrick Bell
Keyword(s):  
Informal Learning ◽  
Case Analysis ◽  
Learning Models ◽  
Music Production ◽  
Music Making ◽  
Computer Based ◽  
Production Practices ◽  
Cross Case Analysis

Employing the metaphor of mixing a multitrack recording, chapter 7 presents a cross-case analysis that irradiates the salient facets of each case study, bringing to the forefront both the consonant and dissonant relationships across cases. From these analyses, a number of important findings are presented. First, the DIY studio as a music-making entity can be conceptualized as functioning in at least two different models: the do-it-alone (DIA) studio and the do-it-with-others (DIWO) studio. Second, existing computer-based compositional and learning models are referenced to demonstrate how these frameworks need to evolve to reflect current music production practices. Lastly, Lucy Green’s criteria of informal learning are used to examine the learning explained and exhibited by the participants profiled in part II, most notably self-teaching.

The Development of the Idea of Mathematical Proof: A 5-Year Case Study

1996 ◽  
Vol 27 (2) ◽  
pp. 194-214 ◽  
Author(s):  
Carolyn A. Maher ◽  
Amy M. Martino
Keyword(s):  
Small Group ◽  
Mathematical Thinking ◽  
Mathematical Proof ◽  
Individual Interview ◽  
Longitudinal Case Study ◽  
Whole Class ◽  
Mathematical Justification ◽  
Insight Into

This longitudinal case study presents a sequence of episodes that document the mathematical thinking of one child, Stephanie, over a 5-year period. Her development of the idea of mathematical justification spans grades 1–5. Stephanie worked on several combinatorics tasks in small-group, whole-class, and individual interview settings. The documented events indicate Stephanie's progress in classifying, organizing, and reorganizing data. The study provides some significant insight into the process by which Stephanie learned to make proofs, within a setting that encouraged the development of her ideas.

Longitudinal case study and phenotypic multimodal characterization of McArdle disease-linked retinopathy: insight into pathomechanisms

2020 ◽  
Vol 41 (1) ◽  
pp. 73-78
Author(s):  
Veronika Vaclavik ◽  
Francine Naderi ◽  
André Schaller ◽  
Pascal Escher
Keyword(s):  
Longitudinal Case Study ◽  
Mcardle Disease ◽  
Insight Into

Australian midwives’ interpretation of the re-registration, recency of practice standard

2015 ◽  
Vol 39 (4) ◽  
pp. 462 ◽  
Author(s):  
Michelle Gray ◽  
Jennifer Rowe ◽  
Margaret Barnes
Keyword(s):  
Career Planning ◽  
Workforce Planning ◽  
Support Staff ◽  
Longitudinal Case Study ◽  
Regulatory Changes ◽  
Practice Standard ◽  
Conversational Interviews ◽  
The Relationship ◽  
Insight Into

Objective The aim of the present study was to investigate how midwives are responding to the changed re-registration requirements; specifically the Recency of Practice (RoP) Standard. Methods A qualitative longitudinal case study used conversational interviews conducted annually at two time phases after the introduction of national registration. Results Findings reveal that confusion has created challenges in demonstration of the RoP standard. This confusion was evident at individual and organisational levels. Conclusions Professional bodies need to support staff in this transition by providing clearer guidance that exemplifies the Nursing and Midwifery Board of Australia expectations. What is known about the topic? Impact subsequent to Australian legislative and regulatory changes affecting midwifery and nursing registration has not been examined. What does this paper add? The findings of this study provide an insight into midwives’ responses to the changed re-registration standard in Australia. What are the implications for practitioners? There appears to be a problem in the way tensions and challenges are being met; misinterpretation of the requirements has generated questions about the relationship between skills and work areas and demonstration of RoP. This may influence individual career planning and have broader workforce planning implications.

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