Collaborative composition and performance in arts and health workshops

2021 ◽  
pp. 261-266
Author(s):  
James Williams
Keyword(s):  
Social Interaction ◽  
Social Transformation ◽  
Self Esteem ◽  
Service Users ◽  
Collaborative Process ◽  
Social Prescribing ◽  
Music Making ◽  
Ensemble Performance ◽  
Arts And Health ◽  
And Performance

The “Collective Music-Making as Social Interaction” (CMSI) study was conducted at Vic University, Catalonia. The project was a music-based arts and health workshop, featuring as part of the University’s Art as a Tool for Social Transformation program, aimed to explore how music and the design of bespoke notation can be used in groups to support social interaction among participants. Findings identified within the experiences of participants included discovery, expression, perception, recognition, imagination, communication, cohesiveness, confidence, and self-esteem. The project reveals how a creative, collaborative process can demonstrate a group’s capacity to learn new ways of socially interacting and communicating. The study also shows how the collective product (both composition and ensemble performance) is representative of such social interaction. It is suggested that designing musical notation in collective workshops can facilitate healthy engagement between individuals, proposing extensions of the model for use with arts on prescription and social prescribing service users.

scholarly journals Assessment of experiences of survivors of cerebro-vascular accidents and their caregivers functioning at home in the Oshana region of Namibia

2015 ◽  
Vol 4 (2) ◽  
pp. 153
Author(s):  
Suama Kuugongelwa ◽  
Louis F Small
Keyword(s):  
Social Interaction ◽  
Home Care ◽  
Rural Areas ◽  
Health Workers ◽  
Self Esteem ◽  
Low Socioeconomic ◽  
Structured System ◽  
And Performance ◽  
Vascular Accidents ◽  
At Home

<p>In the wake of a cerebro-vascular accident, survivor and caregiver are often apprehensive about being on their own at home; this is particularly so for those living in low socioeconomic circumstances in the rural areas of Namibia. The situation is aggravated by the fact that there is no structured system of home visits by health workers that could assist caregivers in their daily tasks. Phenomenological interviews were therefore conducted to explore how these caregivers cope with providing home care to the survivors of such accidents. The findings that emerged were categorised into four themes, namely, survivors were unable to provide self-care and were dependent on others for help, the altered role function and performance of survivors, negative emotions because of altered self-esteem, and disrupted social interaction. These experiences together illustrate that some survivors are unable to take care of themselves at all and depend completely on their caregivers for help.</p>

An Ethnomusicological Perspective on Musical Style, with Reference to Music for Chinese Two-Stringed Fiddles

1993 ◽  
Vol 118 (2) ◽  
pp. 276-299 ◽  
Author(s):  
Jonathan P. J. Stock
Keyword(s):  
Social Interaction ◽  
Partial Solution ◽  
Musical Instrument ◽  
The Body ◽  
Musical Style ◽  
Musical Thought ◽  
Music Making ◽  
The Matrix ◽  
And Performance ◽  
Made In

In a major publication of 1983 Bruno Netti identified the explanation of musical style as a central problem in ethnomusicological research. This essay is intended to offer a partial solution of that problem, seeking to define musical style as an abstraction of the matrix of cognitive and physical aspects which constitute human music-making. In the cognitive part of this equation I include the critically important role played by social context, concurring with John Blacking's statement that ‘the creation of a musical style is the result of conscious decisions about the organization of musical symbols in the context of real or imagined social interaction’. However, in this category, I accord equal recognition to the body of musical and music-related knowledge held by a musician or any other member of society, whether this knowledge is implicitly assumed or explicitly acknowledged, historically conditioned or geographically referent, abstractly theoretical or firmly practical. The ‘conscious decisions’ Blacking points to are indeed made in the actual or perceptual domain of social interaction, but they are also considered from the cognitive perspective of acquired musical thought. Physical ingredients which help form the concept of musical style include the limits and possibilities of the human body and its movement patterns and material factors such as the parameters of any musical instrument (size, shape, posture, potential playing techniques, etc.) and performance location.

Music of Tragedy

2017 ◽  
Author(s):  
Naomi A. Weiss
Keyword(s):  
Cultural Context ◽  
Musical Language ◽  
New Approach ◽  
Late Work ◽  
Music Making ◽  
Dramatic Action ◽  
Instrumental Accompaniment ◽  
And Performance

The Music of Tragedy offers a new approach to the study of classical Greek theater by examining the use of musical language, imagery, and performance in the late work of Euripides. Drawing on the ancient conception of mousikē, in which words, song, dance, and instrumental accompaniment were closely linked, Naomi Weiss emphasizes the interplay of performance and imagination—the connection between the chorus’s own live singing and dancing in the theater and the images of music-making that frequently appear in their songs. Through detailed readings of four plays, she argues that the mousikē referred to and imagined in these plays is central to the progression of the dramatic action and to ancient audiences’ experiences of tragedy itself. She situates Euripides’s experimentation with the dramaturgical effects of mousikē within a broader cultural context, and in doing so, she shows how he both continues the practices of his tragic predecessors and also departs from them, reinventing traditional lyric styles and motifs for the tragic stage.

STEREOTYPE THREAT AND STEREOTYPE LIFT: THE CASE OF 10 YEAR OLD GIRLS AND BOYS

2016 ◽  
Vol 12 (4) ◽  
pp. 21-32
Author(s):  
Anna Kwiatkowska ◽  
Małgorzata Mróz
Keyword(s):  
Stereotype Threat ◽  
Cognitive Performance ◽  
Significant Interaction ◽  
Self Esteem ◽  
The Self ◽  
Experimental Conditions ◽  
Significant Interaction Effect ◽  
Significant Drop ◽  
Stereotype Lift ◽  
And Performance

The aim of this study was to examine the effects of stereotypical and counter-stereotypicalinformation on the self-esteem and cognitive performance of 10-year-old children. Our sampleconsisted of 37 girls and 37 boys. Children were presented with 10 “mathematical” puzzles in threeexperimental conditions: stereotypical (boys are better), counter-stereotypical (girls are better), andthe control condition (no particular information). Self-esteem was measured using a non-verbaltask. The results showed a significant interaction effect of “condition x sex” on self-esteem andperformance. Girls revealed no significant differences between control and experimental conditions,while boys showed a significant drop in self-esteem and performance in the counter-stereotypicalcondition as compared to the control condition and a significant lift in self-esteem and performancein the stereotypical condition as compared to the control condition.

Epistemic self-esteem of philosophers in the face of philosophical disagreement

Human Affairs ◽  
2020 ◽  
Vol 30 (3) ◽  
pp. 328-342
Author(s):  
László Bernáth ◽  
János Tőzsér
Keyword(s):  
Self Esteem ◽  
Moderate Level ◽  
Significant Extent ◽  
Fourth Section ◽  
Philosophical Beliefs ◽  
Low Level ◽  
The Third ◽  
Epistemic Peers ◽  
The Face ◽  
And Performance

AbstractOur paper consists of four parts. In the first part, we describe the challenge of the pervasive and permanent philosophical disagreement over philosophers’ epistemic self-esteem. In the second part, we investigate the attitude of philosophers who have high epistemic self-esteem even in the face of philosophical disagreement and who believe they have well-grounded philosophical knowledge. In the third section, we focus on the attitude of philosophers who maintain a moderate level of epistemic self-esteem because they do not attribute substantive philosophical knowledge to themselves but still believe that they have epistemic right to defend substantive philosophical beliefs. In the fourth section, we analyse the attitude of philosophers who have a low level of epistemic self-esteem in relation to substantive philosophical beliefs and make no attempt to defend those beliefs. We argue that when faced with philosophical disagreement philosophers either have to deny that the dissenting philosophers are their epistemic peers or have to admit that doing philosophy is less meaningful than it seemed before. In this second case, philosophical activity and performance should not contribute to the philosophers’ overall epistemic self-esteem to any significant extent.

scholarly journals Gaze awareness and metacognitive suggestions by a pedagogical conversational agent: an experimental investigation on interventions to support collaborative learning process and performance

2020 ◽  
Vol 15 (4) ◽  
pp. 469-498 ◽  
Author(s):  
Yugo Hayashi
Keyword(s):  
Collaborative Learning ◽  
Real Time ◽  
Learning Process ◽  
Common Ground ◽  
Learning Performance ◽  
Conversational Agent ◽  
Learning Gains ◽  
Computer Supported Collaborative Learning ◽  
Collaborative Process ◽  
And Performance

AbstractResearch on collaborative learning has revealed that peer-collaboration explanation activities facilitate reflection and metacognition and that establishing common ground and successful coordination are keys to realizing effective knowledge-sharing in collaborative learning tasks. Studies on computer-supported collaborative learning have investigated how awareness tools can facilitate coordination within a group and how the use of external facilitation scripts can elicit elaborated knowledge during collaboration. However, the separate and joint effects of these tools on the nature of the collaborative process and performance have rarely been investigated. This study investigates how two facilitation methods—coordination support via learner gaze-awareness feedback and metacognitive suggestion provision via a pedagogical conversational agent (PCA)—are able to enhance the learning process and learning gains. Eighty participants, organized into dyads, were enrolled in a 2 × 2 between-subject study. The first and second factors were the presence of real-time gaze feedback (no vs. visible gaze) and that of a suggestion-providing PCA (no vs. visible agent), respectively. Two evaluation methods were used: namely, dialog analysis of the collaborative process and evaluation of learning gains. The real-time gaze feedback and PCA suggestions facilitated the coordination process, while gaze was relatively more effective in improving the learning gains. Learners in the Gaze-feedback condition achieved superior learning gains upon receiving PCA suggestions. A successful coordination/high learning performance correlation was noted solely for learners receiving visible gaze feedback and PCA suggestions simultaneously (visible gaze/visible agent). This finding has the potential to yield improved collaborative processes and learning gains through integration of these two methods as well as contributing towards design principles for collaborative-learning support systems more generally.

The influence of concealing academic achievement on the self-esteem of adolescents with low achievement

2009 ◽  
Vol 37 (6) ◽  
pp. 805-810
Author(s):  
Baoshan Zhang ◽  
Jun-Yan Zhao ◽  
Guoliang Yu
Keyword(s):  
Academic Achievement ◽  
Social Interaction ◽  
Social Interactions ◽  
Self Esteem ◽  
Low Achievers ◽  
The Self ◽  
The Other ◽  
Other Hand ◽  
Positive Performance

An examination was carried out of the influences of concealing academic achievement on self-esteem in an academically relevant social interaction based on the assumption that concealing socially devalued characteristics should influence individuals' self-esteem during social interactions. An interview paradigm called for school-aged adolescents who either were or were not low (academic) achievers to play the role of students who were or were not low achievers while answering academically relevant questions. The data suggest that the performance self-esteem of low achievers who played the role of good students was more positive than that of low achievers who played the role of low achievers. On the other hand, participants who played the role of good students had more positive performance self-esteem than did participants who played the role of low achievers.

Does Chronotype explain Daily Timing of Music Behaviors?

2021 ◽  
Author(s):  
Shannon Wright ◽  
Caroline Palmer
Keyword(s):  
Social Interaction ◽  
Daily Activity ◽  
Music Performance ◽  
Sleep Onset ◽  
Time Of Day ◽  
Sleep Diary ◽  
Sleep Habits ◽  
Sleep Timing ◽  
Music Making ◽  
Daily Changes

We addressed how circadian rhythms influence daily musical activities of performing musicians, who exhibit fine temporal control. Music performances often occur in the evening and late at night; evidence suggests that composing musicians tend to be later chronotypes than non-composing musicians. However, chronotype and daily music-making in performing musicians have yet to be investigated. The current study examined chronotype in actively practicing and/or performing musicians and non-musicians, and whether it was related to the daily timing of music performance. To test influences of daily changes due to the global COVID-19 pandemic, disruptions to musical, athletic, social, and sleep habits were also measured. Performing musicians, active (practicing but non-performing) musicians, inactive musicians, and non-musicians, residing in Canada, completed a 7-day online daily activity and sleep diary in Summer 2020. There were more evening chronotypes than morning chronotypes in the sample. Active/performing musicians tended to be earlier chronotypes than all other groups. Musicians' chronotype, but not nightly sleep timing, predicted the time of day that musicians made music: Late chronotypes made music later in the day and early chronotypes made music earlier in the day. Music performance and practice amount decreased during the COVID-19 period, but the daily timing of these activities did not change. All participants reported later sleep onset during the COVID-19 period; the amount of social interaction decreased during the COVID-19 period, while exercise increased for some and decreased for others. No changes in the daily timing of exercise, social interaction, or morning wake-up were reported. These findings suggest that performing musicians may be slightly earlier chronotypes than non-performing musicians and non-musicians, despite music performances often occurring in the evening. Chronotype was related to the time of day of music-making independent of nightly sleep timing, suggesting that times of day for making music reflect an individual's circadian rhythm.

scholarly journals Self-esteem, social comparison, and Facebook use

2018 ◽  
Vol 14 (4) ◽  
pp. 831-845 ◽  
Author(s):  
Elisa Bergagna ◽  
Stefano Tartaglia
Keyword(s):  
Social Interaction ◽  
Social Comparison ◽  
Technology Use ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Self Esteem ◽  
Self Report ◽  
Individual Traits ◽  
Facebook Use ◽  
The Individual

Facebook use is very popular among young people, but many open issues remain regarding the individual traits that are antecedents of different behaviours enacted online. This study aimed to investigate whether the relationship between self-esteem and the amount of time on Facebook could be mediated by a tendency towards social comparison. Moreover, three different modalities of Facebook use were distinguished, i.e., social interaction, simulation, and search for relations. Because of gender differences in technology use and social comparison, the mediation models were tested separately for males and females. Data were collected by means of a self-report questionnaire with a sample of 250 undergraduate and graduate Italian students (mean age: 22.18 years). The relations were examined empirically by means of four structural equation models. The results revealed the role of orientation to social comparison in mediating the relations between low self-esteem and some indicators of Facebook use, i.e., daily hours on Facebook and the use of Facebook for simulation. For females, the use of Facebook for social interaction was directly influenced by high self-esteem and indirectly influenced by low self-esteem. Globally, the dimension of social comparison on Facebook emerged as more important for females than for males.

Sign in / Sign up

Export Citation Format

Share Document