Music for All: Including young people with intellectual disability in a university environment

2017 ◽  
Vol 22 (3) ◽  
pp. 279-293 ◽  
Author(s):  
Daphne Rickson ◽  
Penny Warren
Keyword(s):  
Intellectual Disability ◽  
Young People ◽  
Higher Learning ◽  
University Environment ◽  
Music Making ◽  
Creative Music ◽  
The Social ◽  
The University ◽  
Creative Music Making ◽  
University Setting

We investigated a continuing education course in creative music making, initiated to promote the inclusion of young people with intellectual disability in a university setting. Despite organizers’ attempts to foster diversity within the student cohort, enrolments were almost exclusively from students who had intellectual disability. Being in the university environment, and in a place of higher learning, seemed to be valued by some. However, students’ main focus was on group musicking in a dedicated music room rather than interacting with the wider university community. Those who did not identify as disabled believed it was important to continue to address the barriers to wider inclusion. While acknowledging the risks around mediating the social interactions of young people with intellectual disability, we argue that future courses should include activities specifically designed to bring them to classes with typical students and to the wider activities of the university.

Playing (in) the Digital Studio

2017 ◽  
pp. 382-396
Author(s):  
Ethan Hein
Keyword(s):  
Young People ◽  
Music Education ◽  
Hip Hop ◽  
Music Technology ◽  
Digital Tools ◽  
Dance Music ◽  
Electronic Dance Music ◽  
Music Making ◽  
Creative Music ◽  
Creative Music Making

When schools address music technology, they tend to focus on the nuts and bolts of the technology itself, rather than its creative applications. But to truly engage new digital tools for creative music making, we must address their most culturally significant context: electronic dance music and hip-hop. This music falls well outside the canon of what is widely considered suitable music for the classroom. Nevertheless, such music should be included, and not (only) because young people enjoy it. Rather than “dumbing down” music education, the inclusion of popular dance music would significantly enrich the curriculum, particularly in areas traditionally neglected: groove, timbre, and space.

scholarly journals Idea uniwersytetu kształcącego ludzi zaangażowanych w pracę

1970 ◽  
pp. 387-397
Author(s):  
Konrad Kulikowski
Keyword(s):  
Social Learning ◽  
Learning Theory ◽  
Work Engagement ◽  
Social Learning Theory ◽  
Job Demands ◽  
University Education ◽  
Job Crafting ◽  
University Environment ◽  
The Social ◽  
The University

The first part of this article introduces the work engagement concept in a framework of the Job Demands-Resources Theory and discusses a relation between work engagement and job crafting. Next, the author presents the hypothesis that university education can form engaged employees by enhancing students’ self-efficacy beliefs about their ability to effectively crafting their future job environments. On the basis of the Social Learning Theory the author proposed three possible methods on how the university community could promote job crafting behaviors among students. These methods are: trainings and persuasions, modeling, or observation of how university top researchers work, and allowing students to experience success in changing different aspects of the university environment.

scholarly journals Re-imagining Creative Music-making

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Parmela Attariwala
Keyword(s):  
Music Making ◽  
Creative Music ◽  
Artistic Director ◽  
Creative Music Making

Within days of Vancouver locking down in March 2020, NOW Society’s artistic director, Dr. Lisa Cay Miller, crafted an imaginative means of engaging local and international improvisers in an online series, Creative Music Series #8 (CMS#8). The series showcased not only the musicians’ improvisatory skills, but their compositional abilities. Drawing upon conversations with musicians who took part in CMS#8, Parmela Attariwala reflects upon how the series shaped the early days of the COVID-19 pandemic for her and fellow improvisors involved in the series. She also considers the artistic potency enabled by the mode of creation developed for CMS#8.

Using Trigger That Instant Messaging to Improve Stakeholder Communications

2010 ◽  
Vol 12 (4) ◽  
pp. 1-17
Author(s):  
Joan Richardson ◽  
Brian Corbitt
Keyword(s):  
Focus Groups ◽  
Information Transfer ◽  
Instant Messaging ◽  
Comprehensive Description ◽  
University Environment ◽  
Sms Reminders ◽  
Key Issues ◽  
The University ◽  
University Setting ◽  
Technology Review

This case describes the key issues when an instant messaging prototype called TriggerThat was piloted and reviewed in a university environment. Short Messaging Service (SMS) was a popular technology amongst students and had previously been used in the university sector to push information to students (McCrindle 2006). This prototype and pilot conducted provided a more flexible use of SMS technology, enabling two-way push-pull SMS information transfer between academics and students. The push facility was used by academics to send assessment reminders, marks and alerts to their classes. Students were given the option of registering into TriggerThat to enable receipt of SMS reminders for information available on the university intranet. Surveys and focus groups were used to provide a comprehensive description of student uptake and usage of the technology. Review data and project documentation was used to create models to predict uptake and usage costs. Through the use of role plays in focus groups, which included all stakeholders, upgrades to system features, such as trigger words, were recommended. This case describes the experience of piloting SMS in the university setting and includes the functionality and tested trigger words used.

Towards a computerized system of pedagogical orientation to succeed in Morocco University

2016 ◽  
Vol 6 (2) ◽  
pp. 35-44
Author(s):  
GUERSS Fatima zahra ◽  
AITDAOUD Mohammed ◽  
DOUZI Khadija ◽  
TALBI Mohammed ◽  
NAMIR Abdelouahed
Keyword(s):  
Young People ◽  
Student Satisfaction ◽  
Higher Learning ◽  
High Rate ◽  
Dropping Out ◽  
Learning Needs ◽  
The Road ◽  
Behavior Strategies ◽  
The University ◽  
Computerized System

The implementation of educational reform in Morocco is founding of the LMD system in 2003 and the operationalization of the contingency plan (2009-13 / Project 21: Establishment of an information and orientation system efficient) had as objectives the centration on the student (through pedagogical approaches, reception, information, orientation, the rate of student satisfaction, etc.),it is coming to resolve the most persistent problems of which high rate of redoubling and dropping out. However, since then, every year tens of thousands of young people are left on the side of the road after a few months or a few years at the university. This high dropout at the university which  requires to clarify  the behavior, strategies of this young people, and to spot which are the obstacles that can lead to failure and/or dropping out. So that we can deduct a specially adapted system for orientation and learning.The introduction of LMD reform in Morocco use the particularly orientation at this moment, which is still lacking and is the subject of a deep debate of, scientific, professional and political. This debate concerns at once the object of this necessary orientation methodology and its aims. Indeed, in this new context, the orientation toward the university courses depends on: academic achievement, social original and family expectation. Usually, the young are not informed about the games of hierarchies between institutions, sectors and options, as well as the orientation process - missing- that produce differences between pupils, the development for both parents and students, could lead to better orientation.Our research attempts to answer on this major problem of orientation: we propose anontology of the concept of orientation, which adapted to higher learning environment for students; and will offer computers tools to allow students to integrate a scientific journey, that responds well to their learning needs and the helps them succeed their university studies.  Keywords:E-orientation, ontology, orientation, school failure, abandonment.

Pedagogy of Fundamentals and Diatonic Harmony

2020 ◽  
pp. 125-160
Author(s):  
Jennifer Snodgrass
Keyword(s):  
Harmonic Function ◽  
Music Theory ◽  
Voice Leading ◽  
Music Making ◽  
Creative Methods ◽  
Creative Music ◽  
New Material ◽  
Music Experience ◽  
Methods Of Learning ◽  
Creative Music Making

The earliest levels of the undergraduate music theory core might be some of the more challenging courses to teach. Because students enter the undergraduate theory core with a variety of backgrounds, experiences, and knowledge, instructors face the challenge of inspiring some students with new material while keeping the more experienced students involved. How can educators make this material both relevant and engaging for all students? Teaching the lower levels of written theory is more than just memorization of patterns and rules; it is an opportunity to engage students in creative music making from the very first day with an introduction that helps them understand why a certain element of music works. By participating in engaging and creative methods of learning scales, key signatures, intervals, triads, harmonic function, and voice leading, students are immersed in a music experience that is more than just printed notes on the page.

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