Teachers’ strategies for playing by ear in one-to-one instrumental lessons: a case-study in Spain

2018 ◽  
Vol 21 (2) ◽  
pp. 161-173
Author(s):  
Alejandra Pacheco-Costa
Keyword(s):  
One To One ◽  
Playing By Ear

scholarly journals Function of private singing in instrumental music learning: A multiple case study of self-regulation and embodiment

2018 ◽  
Vol 23 (4) ◽  
pp. 442-464 ◽  
Author(s):  
Amalia Casas-Mas ◽  
Guadalupe López-Íñiguez ◽  
Juan Ignacio Pozo ◽  
Ignacio Montero
Keyword(s):  
Instrumental Music ◽  
Self Regulation ◽  
Approaches To Learning ◽  
Multiple Case Study ◽  
Private Speech ◽  
String Instruments ◽  
Multiple Case ◽  
One To One ◽  
The One

The aim of this article is to explore a range of largely embodied vocalisations and sounds produced by learners of string instruments and how they relate to the potential self-regulatory use provided by such vocalisations. This type of “singing” while learning to play an instrument may have similarities to the use of private speech in other types of learning tasks. This report describes a multiple case study based on the naturalistic observation of learners playing string instruments in different situations. We observed private rehearsals by six adult guitarists from different music cultures (classical, flamenco and jazz) who had different approaches to learning (traditional and constructivist). In addition, we observed the one-to-one lessons of a constructivist cello teacher with a 7-year-old beginner and a 12-year-old student. All sessions were recorded. We applied the System for Analysing the Practice of Instrumental Lessons to the video lessons and/or practices and participant discourse for constant comparative analysis across all categories and participants. From the theoretical framework of private speech, we identified a set of qualities in private singing, such as whistling, humming, and guttural sounds, with different levels of audibility. Self-guidance and self-regulation appeared to be the functions underlying both psychomotor learning and reflective-emotional learning from an embodiment approach. Guitar learners from popular urban cultures seemed to use less explicit singing expression than classical guitar learners, the explicitness of which may be related to the instructional use of the notational system. In the one-to-one cello lessons, we observed a process of increasing internalisation from the younger to the older student. Both results are consistent with the literature on private speech, indicating that this process is a natural process of internalisation at higher literacy levels. Singing is not as frequent in music lessons as might be expected, and it is even less frequently used as a reflective tool or understood as an embodied process. The examples provided in this article shed light on the multiplicity of applications and on the potential benefits of private singing in instructional contexts as a powerful learning tool.

Addressing Marine Wildlife Entanglement in Derelict Fishing Nets Using Community-Based Social Marketing: Case Study and Lessons Learnt

2021 ◽  
pp. 152450042110538
Author(s):  
Maïa Sarrouf Willson ◽  
Craig Turley ◽  
Lamees A. Daar ◽  
Hussein Al Masroori ◽  
Hussain Al Muscati ◽  
...  
Keyword(s):  
Pilot Study ◽  
Behaviour Change ◽  
Social Marketing ◽  
Behavioural Change ◽  
Marine Species ◽  
Marine Biodiversity ◽  
Community Based ◽  
One To One ◽  
Marine Wildlife

Background Entanglement of marine species, particularly endangered sea turtles and cetaceans, in abandoned, lost or otherwise discarded fishing gear is a major conservation concern. Focus of the Article This case study applies Community-Based Social Marketing (CBSM) to reduce marine wildlife net entanglement in the waters surrounding Masirah Island, a marine biodiversity hotspot in Oman. Importance to the Social Marketing Field The study demonstrates the use of social marketing tools in biodiversity conservation, bringing new knowledge to the cross-application of these two fields. Methods The CBSM methodology was applied to select behaviours, identify barriers and benefits, develop strategies and design a pilot study. The responsible disposal of derelict nets in skip bins was selected as the target behaviour, and a mix of behavioural change tools was applied to achieve change: convenience (installation of three skip bins), education (installation of informative signs, distribution of awareness posters, one-to-one engagement with fishers on the beaches), prompts (installation of signs and posters on vessels) and social norms (one-to-one engagement with key influencers and decision makers). The monitoring of behaviour change took place through structured observations over 23 weeks, focussing on the number of nets disposed of in the allocated skip bins. Results Results showed a low level of behaviour adoption rate by skiff and launch vessel fisheries, respectively, 5.36% and 2.58%. Positive results were observed for a short time but did not reach the estimated target value throughout the study period. Recommendations for Research Our pilot study did not lead to broad-scale implementation and we recommend further awareness and engagement with the target audience, trials of various behaviour change tools and increase field monitoring time. We further recommend the application and funding of behaviour change methods applied to fishers with the incorporation of conventional financial, conservation and regulatory tools to support resource management. Limitations Our results show that focussing on specific behaviours with appropriate measurement is both resource and time demanding to solve pressing conservation problems, particularly ones generated by complex industries such as fishing. Various lessons, useful for other social marketers, have been drawn from our evaluation of the overall study.

A Dumbbell Pattern in NGO Fundraising: The Case of World Vision

2011 ◽  
Vol 3 (1) ◽  
pp. 115-130
Author(s):  
Xu Yushan ◽  
Han Junkui
Keyword(s):  
World Vision ◽  
Large Numbers ◽  
Pros And Cons ◽  
One To One ◽  
One And Many

AbstractThis essay first classifies four patterns of fundraising according to the number of donors and the number of beneficiaries involved: one to one, one to many, many to one, and many to many, each with its own pros and cons. The case study reveals that the donors ‐ organization ‐ recipients structure of fundraising manifested by World Vision’s efforts resembles a “dumbbell”: on the outside ends, large numbers of donors and beneficiaries are effectively connected with one another by the organization in the middle. This pattern, which represents the successful accomplishment of the organization’s mission, offers valuable lessons in fundraising and grant disbursals to all NGOs in China.

Harnessing Community Self-Help: Some Lessons from Rural England

2002 ◽  
Vol 17 (2) ◽  
pp. 136-146 ◽  
Author(s):  
Colin C. Williams
Keyword(s):  
Third Sector ◽  
Lower Income ◽  
Community Based ◽  
The Third ◽  
Self Help ◽  
One To One ◽  
The Third Sector ◽  
Rural England

Attempts to harness community self-help currently tend to follow the ‘third sector’ route of developing existing community-based groups. The aim of this paper is to evaluate critically this approach. Drawing upon case study evidence from rural England, existing community-based groups are displayed to be primarily sociability vehicles for higher-income populations. In consequence, if community self-help is to be harnessed to improve the material circumstances of lower-income populations, a ‘third sector’ approach is inappropriate. Instead, a ‘fourth sector’ approach is shown to be required that develops acts of one-to-one reciprocity. The paper concludes by outlining some possible initiatives to implement this policy approach.

scholarly journals Promising Instructional Practices for English Language Learners

10.28945/3937 ◽  
2018 ◽  
Vol 17 ◽  
pp. 001-021
Author(s):  
Johanna Prince
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Instructional Practices ◽  
Language Learners ◽  
English Language ◽  
Pedagogical Practices ◽  
Future Research ◽  
Ell Students ◽  
One To One

Aim/Purpose: The purpose of this exploratory case study was to understand how teachers, working with English Language Learners (ELLs), expanded their knowledge and instructional practices as they implemented a one-to-one iPad® program. Background: English Language Learners experience linguistic, cultural, and cognitive shifts that can be challenging, and at times lead to isolation for ELLs. While technology can be engaging, devices alone do not shift instructional practices, nor lead to student learning. Technology must be leveraged through shifts to pedagogical practice and linked thoughtfully to content goals. Methodology: This research was conducted through a qualitative case study of educators at an international school. Contribution: This study describes promising pedagogical practices for leveraging 1:1 mobile devices for ELLs. Findings: iPads can be a support for ELL students. One-to-one iPads allowed teachers to experiment with new pedagogical approaches, but this development varies greatly between teachers. During the 1:1 implementation there were challenges reported. Recommendations for Practitioners: In order to mitigate some of these challenges, and build on the success of this study, the researcher suggests developing a common vision for technology integration, using collaborative models of ELL teaching, and investing in professional development. Recommendation for Researchers: Researchers should continue to document and observe the learning outcomes of ELL students in 1:1 environments, including an experimental study. Impact on Society: ELLs can benefit from 1:1 technology, and new pedagogical practices. For teachers to implement these new practices conversations on philosophy, engagement with families, and consistent professional development. Future Research: Future research can continue to expand the population of ELL students in 1:1 mobile learning environments; and the most powerful pedagogical practices.

scholarly journals Teaching Aesthetics – A Case Study of One-To-One Tuition in Popular Electronic Music in Higher Education

2020 ◽  
pp. 257-278
Author(s):  
Eirik Sørbø ◽  
Andreas Waaler Røshol
Keyword(s):  
Music Education ◽  
Popular Music ◽  
Informal Learning ◽  
Electronic Music ◽  
Classical Music ◽  
Teaching Practice ◽  
Educational Framework ◽  
One To One ◽  
The University

Research regarding informal learning over the last few decades has shown how popular musicians acquire skills and knowledge through informal learning, suggesting new methods for formal music education compared to the structures of western classical music. Today, the realm of popular electronic music education faces some similar challenges that popular music education initially did; new ways of informal learning, and a different and diverse knowledge base for the students entering popular music programs. Related to these challenges is the question of how to teach one-to-one tuition in higher electronic music education, and this article seeks to address this challenge. We present a case-study of the practice of a teacher at the University of Agder in Norway that teaches electronics in one-to-one tuition, where the research data is based on interviewing this teacher and his students. An important aspect of the practice in question is the process of listening to and discussing the student’s original recorded music. We discuss some of the challenges of one-to-one teaching in electronic music education, and argue that this particular teaching approach accommodates some of these challenges. Bringing in the educational framework of Biesta, we argue that this form of teaching practice also facilitates subjectification by addressing both uniqueness and expression. Further, we argue that this practice, which focuses on the teaching of aesthetics instead of technicalities, combined with the development of the students’ unique artistic expression can open some interesting possibilities related to addressing subjectivity in higher music education. One of these is how the students need to articulate both the objectives and aims within their music, and the objectives and aims of their music, which in turn develops a terminology to talk about and beyond aesthetics.

scholarly journals How can we improve the final year dissertation? A consideration of ethics, quality, and one-to-one supervision.

2020 ◽  
Vol 8 (2) ◽  
pp. 90-96
Author(s):  
Diarmuid Verrier ◽  
Catherine Day
Keyword(s):  
Positive Impact ◽  
Learning Experience ◽  
Research Question ◽  
Empirical Work ◽  
Supervisory Relationship ◽  
Ethical Concerns ◽  
Potential Problems ◽  
One To One ◽  
Ethical Clearance

The final year dissertation is seen across many degrees as a capstone achievement. It is set apart from other assessments in terms of its magnitude, its requirement for originality, and the autonomy that students must show in completing it. It is also unique in that it is traditionally carried out within the context of a one-to-one supervisory relationship. However, dissertation modules are prey to a number of problems. First, the person carrying out the research may have difficulty in framing a quality, or even a feasible, research question. Second, where dissertations are based on original empirical work, ethical concerns are particularly crucial, but the ability of the student-researcher to appropriately engage with those concerns is substantially less than that of a mature researcher. Third, support comes from a single source, but the supervisory relationship may be poor, or perceived as poor relative to the supervision experienced by peers. This case study describes a suite of changes that were made to one dissertation module to ameliorate these potential problems. Specifically, supervisors create project frameworks that students work within and the responsibility for getting ethical clearance for these is a supervisor’s responsibility. In addition, a substantial programme of specialised support sessions was created to supplement supervision. We argue that these changes did not significantly undermine the autonomy and originality requirements of the module, and present evidence that suggests they had a substantial positive impact on students’ learning experience and academic achievement. Ideas for further ways in which the dissertation module could be improved are discussed.

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