“She did miracles for me”: An investigation of dissonant studio practices in higher education music

2015 ◽  
Vol 44 (3) ◽  
pp. 466-480 ◽  
Author(s):  
Kim Burwell
Keyword(s):  
Higher Education ◽  
Studio Practices

Feeling and thinking about studio practices: Exploring dissonance in semi-structured interviews with students in higher education music

2017 ◽  
Vol 34 (2) ◽  
pp. 189-202 ◽  
Author(s):  
Kim Burwell
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Vocal Learning ◽  
Recent Case ◽  
Structured Interviews ◽  
Student Interviews ◽  
Verbal Behaviour ◽  
Music Research ◽  
Studio Practices

While studio-based instrumental and vocal learning is widely regarded as both important and effective in higher education music, research to date has offered little concrete information about studio practices that students have regarded as ineffective. Two recent case studies investigated what appear to be exceptional instances in which students expressed dissatisfaction with the approaches taken by their current teachers. In this paper, data from these studies is mined again, focusing particularly on verbal behaviour from semi-structured interviews. The two studies are compared with each other and with data from a broader study from which they had been drawn, asking how the ‘dissonant’ cases are distinct, and how student interviews might cast fresh light on the complexities of studio practices.

scholarly journals Issues of dissonance in advanced studio lessons

2018 ◽  
Vol 41 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Kim Burwell
Keyword(s):  
Higher Education ◽  
Shared Understanding ◽  
Turn Taking ◽  
Studio Practices

In recent years researchers have contributed a great deal to our shared understanding of the complexities of studio practices, which are widely regarded as a centre-point of higher education music. This article investigates an aspect of studio learning that does not lend itself easily to scrutiny, by drawing common issues from the cases of two students who, exceptionally, reported dissatisfaction with the approaches taken by their current teachers. These issues, loosely grouped under the metaphor of dissonance, are explored through interview and observation evidence, in terms of the balance of activity within lessons, turn taking, and encouragement. The study gives rise to questions that might be applied, arguably, in any studio setting.

Cluttering in the Communicative Disorders Curriculum

2009 ◽  
Vol 19 (2) ◽  
pp. 52-57
Author(s):  
John A. Tetnowski
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Communication Disorders ◽  
Educational Opportunities ◽  
Opportunities For Learning ◽  
Communicative Disorders ◽  
Theoretical Issues

Abstract Cluttering is discussed openly in the fluency literature, but few educational opportunities for learning more about cluttering exist in higher education. The purpose of this manuscript is to explain how a seminar in cluttering was developed for a group of communication disorders doctoral students. The major theoretical issues, educational questions, and conclusions are discussed.

Systems of Oppression in Geriatric Clinical Service Delivery

2021 ◽  
pp. 1-3
Author(s):  
Diane L. Kendall
Keyword(s):  
Higher Education ◽  
Service Delivery ◽  
Clinical Setting ◽  
Service Providers ◽  
Hard Work ◽  
Clinical Service ◽  
Meaningful Change ◽  
Important Work ◽  
Speech Language Pathologists ◽  
Medical Institutions

Purpose The purpose of this article was to extend the concepts of systems of oppression in higher education to the clinical setting where communication and swallowing services are delivered to geriatric persons, and to begin a conversation as to how clinicians can disrupt oppression in their workplace. Conclusions As clinical service providers to geriatric persons, it is imperative to understand systems of oppression to affect meaningful change. As trained speech-language pathologists and audiologists, we hold power and privilege in the medical institutions in which we work and are therefore obligated to do the hard work. Suggestions offered in this article are only the start of this important work.

Thriving in Academia: Understanding and Managing the Complexities of Faculty Work

2012 ◽  
Vol 15 (2) ◽  
pp. 77-84 ◽  
Author(s):  
Ketevan Mamiseishvili
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Community Engagement ◽  
Everyday Life ◽  
Work Setting ◽  
Higher Education Research ◽  
Faculty Work ◽  
College And University ◽  
Teaching Research ◽  
University Settings

In this paper, I will illustrate the changing nature and complexity of faculty employment in college and university settings. I will use existing higher education research to describe changes in faculty demographics, the escalating demands placed on faculty in the work setting, and challenges that confront professors seeking tenure or administrative advancement. Boyer’s (1990) framework for bringing traditionally marginalized and neglected functions of teaching, service, and community engagement into scholarship is examined as a model for balancing not only teaching, research, and service, but also work with everyday life.

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