Supporting Creative Musical Mindsets in Ensemble Learning

This article suggests pathways for supporting habits of creativity and the development of creative mindsets in performance-ensemble learning spaces. The Wallas model of creative thought is used to frame the concept of creative musical mindsets. The author reflects on the assumptions and principles outlined in the stages of this influential model and suggests how facets of the model inform creative skill development in music learning. A developmental framework for creative musical mindsets and practical approaches to support habits of creativity in performance-ensemble learning are discussed.

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The University Rock Ensemble: Popular music learning and drumming in higher education

Journal of Popular Music Education ◽

10.1386/jpme_00060_1 ◽

2021 ◽

Vol 5 (2) ◽

pp. 243-262

Author(s):

Haley J. Nutt

Keyword(s):

Higher Education ◽

Popular Music ◽

Ensemble Learning ◽

North American ◽

Local Community ◽

Descriptive Study ◽

Critical Assessment ◽

Music Learning ◽

American Higher Education ◽

The University

This article provides a descriptive study of the FSU Rock Ensemble to demonstrate the value of providing inclusive popular music-based ensemble learning and opportunities in higher education. Beginning with an autoethnographic study of my experiences as a drummer in – and eventually director of – the non-auditioned ensemble, followed by a consideration of the attitudes articulated by several other drummers who recently participated in the ensemble, I analyse how musicians learn a traditionally non-academic music in an academic space. I conclude with a critical assessment of challenges that the group faced, with the hope that such considerations are useful for universities interested in establishing similar ensembles. Overall, the inclusive nature of the Rock Ensemble facilitated interactions that I argue are advantageous within the current climate of North American higher education, allowing students, drummers and non-drummers alike, unprecedented opportunities to perform music they love, forge new relationships and engage with the local community.

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Equity and Access in Out-of-School Music Making

The Oxford Handbook of Technology and Music Education ◽

10.1093/oxfordhb/9780199372133.013.48 ◽

2017 ◽

pp. 502-510

Author(s):

Kylie Peppler

Keyword(s):

Music Education ◽

Informal Learning ◽

Learning Spaces ◽

Music Learning ◽

Equity And Access ◽

Music Making ◽

School Music ◽

Pathways Model ◽

Recording Studios ◽

Out Of School

This chapter focuses on the importance of community to both music education and the ways that youth shape their ideas, interests, and identities in music. Musical learning is rarely, if ever, about a learner operating a new musical technology-based tool in isolation. Music is inherently social, and these influences have a great impact upon the development of musical identities. This chapter explores the ways that out-of-school spaces like those in the Computer Clubhouse Network, YOUmedia, and Musical Futures support social music learning by providing private recording studios that allow youth to assume increasingly public roles as musicians, performers, and producers. The chapter also describes how mixing formal, nonformal, and informal learning spaces helps to develop a youth’s musical maturity through what is known as the “progression pathways model.”

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Applications of Affinity Space Characteristics in Music Education

The Oxford Handbook of Social Media and Music Learning ◽

10.1093/oxfordhb/9780190660772.013.4 ◽

2020 ◽

pp. 63-87

Author(s):

Jared O’Leary

Keyword(s):

Music Education ◽

Communities Of Practice ◽

Learning Spaces ◽

Music Learning ◽

Affinity Spaces ◽

Music Making ◽

Online Music ◽

Potential Applications ◽

Affinity Space

Affinity spaces are the physical, virtual, or combination of locations where people come together around a shared affinity (interest) (Duncan & Hayes, 2012). Online affinity spaces can act as a participatory hub for music making and learning through social networking and sharing. Although music affinity spaces exist in myriad informal spaces, little scholarship explores potential applications of affinity space characteristics within formalized learning spaces. This chapter introduces characteristics of an affinity space and questions the role of the framework in relation to another framework commonly used in online music learning communities: communities of practice. This chapter concludes with a discussion on practical and theoretical applications of affinity space characteristics within formalized educational contexts.

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Youth Empowerment and Transformative Music Engagement

The Oxford Handbook of Social Justice in Music Education ◽

10.1093/oxfordhb/9780199356157.013.25 ◽

2015 ◽

pp. 387-405

Author(s):

Susan A. O'Neill

Keyword(s):

Social Justice ◽

Music Education ◽

Well Being ◽

Learning Opportunities ◽

Youth Empowerment ◽

Learning Spaces ◽

Music Learning ◽

Social Justice Orientation ◽

Key Features ◽

Transformative Approach

As youth are increasingly braiding, blending, and blurring learning spaces, modes, structures and practices, they are transforming their music engagement in ways that are increasingly autonomous and self-directed. These are key features of the dynamic, interactive, and transformative approach to music learning that the author refers to as transformative music engagement. The aim is to enable and encourage youth empowerment in music education in ways that strengthen young people’s engagement in music learning, as well as their resiliency and capacity for well-being and musical flourishing. The chapter discusses this conceptualization and considers how educators might create expansive music learning opportunities within a social justice orientation that guide youth toward developing their distinctive voice and the capacity to express and redefine what matters to them in pursuit of social justice.

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What Clinicians Need to Know About Early Literacy Development in Children With Hearing Loss

Language Speech and Hearing Services in Schools ◽

10.1044/2018_lshss-18-0015 ◽

2019 ◽

Vol 50 (1) ◽

pp. 16-33 ◽

Cited By ~ 6

Author(s):

Elizabeth Runnion ◽

Shelley Gray

Keyword(s):

Hearing Loss ◽

Early Literacy ◽

Skill Development ◽

Reading Proficiency ◽

Literacy Skills ◽

Literacy Skill ◽

Early Literacy Development ◽

Literacy Skill Development ◽

Children With Hearing Loss

PurposeChildren with hearing loss may not reach the same level of reading proficiency as their peers with typical development. Audiologists and speech-language pathologists (SLPs) have important roles to play in preventing this problem early in children's development. In this tutorial, we aim to communicate how the habilitation practices of audiologists and intervention services of SLPs can support early literacy skill development in children with hearing loss.MethodWe describe key findings from peer-reviewed research articles to provide a review of early literacy skill development, to explain the relationship between early literacy skills and conventional reading skills, and to highlight findings from early literacy skill intervention studies that included children with hearing loss who use spoken language. We conclude with a hypothetical case study to illustrate how audiologists and SLPs can support early literacy acquisition in children with hearing loss.ConclusionFindings from studies of young children with hearing loss suggest that a promising approach to improving reading outcomes is to provide explicit early literacy instruction and intervention.

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