scholarly journals From Jam Session to Recital: Synchronous Communication and Collaboration Around Data in Organizations

Author(s):  
Matthew Brehmer ◽  
Robert Kosara
1994 ◽  
Vol 39 (5) ◽  
pp. 490-491
Author(s):  
Gary L. Wells

2010 ◽  
Vol 30 (3) ◽  
pp. 850-853 ◽  
Author(s):  
Jie-ting QIU ◽  
Ru-jun CHEN ◽  
Zhan-xiang HE ◽  
Kai-lin QIU

Tempo ◽  
2013 ◽  
Vol 67 (264) ◽  
pp. 78-78
Author(s):  
Malcolm Miller

An 80th birthday concert full of the spirit of youthful exploration reflected the innovative interactive aesthetic of Andre Hajdu, the Hungarian-Israeli composer, whose oeuvre is gradually gaining wider international exposure. Presented by the Jerusalem Music Centre on 29 March 2012, the programme featured works from the last quarter of a century for chamber duo and solo piano, including two premières, culminating in an improvisational interactive jam session by an array of students and colleagues, joined by the composer himself at the piano. To begin was Hajdu's Sonatine for Flute and Cello (1990) ‘in the French style’ performed with panache by the flautist Yossi Arnheim and cellist Amir Eldan. It is an elegantly written work radiating the spirit of Hajdu's teachers Milhaud and (less overtly) Messiaen, with whom he studied in Paris in the 1950s and 60s. Beneath the light-hearted veneer of polyphonic textures is a serious, plangent expressiveness. The first movement, libre et gai, moves from the chirpy, Poulenc-like delicacy of a cat-and-mouse imitative chase, building tension towards a final stretto. In the second movement, molto moderato, Arnheim wove a lyrical cantilena for flute over gentle cello accompaniments, giving way to rarified high cello registers shadowed by eloquent lower lines of the flute. An exuberant dance-like finale, Libre mais un peu rythmé, increased in drama before receding to a tranquil conclusion.


2021 ◽  
pp. 1321103X2110388
Author(s):  
Clint Randles ◽  
Roberto Jimenez ◽  
Dominick Agostini ◽  
Adam Balic ◽  
Gretchen Dodson

The authors sought to test the fit of a new model of spirituality in music education by examining one jamming session through a hermeneutic phenomenological lens. In accordance with the work of Van der Merwe and Habron, the authors employ four lifeworld existentials as categories by which to organize the experience of the five musicians involved in a particular jam session. Participant researcher narratives are analyzed for fit with the model, and an analysis is reported. These narratives seem to support the existence of the guideposts inherent to the model. Furthermore, the researchers present a model as a way for situating the spirituality model in the context of an understanding of person, product, process, press, and position to inform the literature in creativity.


2005 ◽  
Vol 15 (03) ◽  
pp. 337-352 ◽  
Author(s):  
THOMAS NITSCHE

Data distributions are an abstract notion for describing parallel programs by means of overlapping data structures. A generic data distribution layer serves as a basis for implementing specific data distributions over arbitrary algebraic data types and arrays as well as generic skeletons. The necessary communication operations for exchanging overlapping data elements are derived automatically from the specification of the overlappings. This paper describes how the communication operations used internally by the generic skeletons are derived, especially for the asynchronous and synchronous communication scheduling. As a case study, we discuss the iterative solution of PDEs and compare a hand-coded MPI version with a skeletal one based on overlapping data distributions.


Author(s):  
Richard A. Schwier ◽  
Shelly Balbar

A group of graduate students and an instructor at the University of Saskatchewan experimented with the use of synchronous communication (chat) and asynchronous communication (bulletin board) in a theory course in Educational Communications and Technology for an eight-month period. Synchronous communication contributed dramatically to the continuity and convenience of the class, and promoted a strong sense of community. At the same time, it was viewed as less effective than asynchronous communication for dealing with content and issues deeply, and it introduced a number of pedagogical and intellectual limitations. We concluded that synchronous and asynchronous strategies were suitable for different types of learning, and what we experienced was a balancing act between content and community in our group. A combination of synchronous and asynchronous experiences seems to be necessary to promote the kind of engagement and depth required in a graduate seminar.


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