scholarly journals The Noise Indoors

2021 ◽  
Vol 14 (2-3) ◽  
Author(s):  
Jose Dias ◽  
Anton Hunter
Keyword(s):  
Community Building ◽  
Text Messages ◽  
Music Making ◽  
Improvised Music ◽  
Field Notes

This article is a reflection of a collaboration between musicians Anton Hunter and José Dias who, in April 2020, organised a free, biweekly improvisation streaming festival, which ran for three weeks, entitled The Noise Indoors (TNI). Devised as a way of encouraging musicians and fans to stay home by providing the chance to continue experiencing and celebrating improvised music during confinement, TNI gathered twenty-eight artists based in seventeen cities across Europe who filmed solo or duet performances in their homes. As TNI progressed, this festival became a platform for sharing each artist’s intimate music-making, as well as an opportunity for networking and community building. In this article, using an eclectic mix of critical and dialogic writing styles (including field notes and text messages), they reflect on their experiences as researchers, musicians, and curators who organised and participated in TNI, and the potential wider implications of this.

Guitars have disabilities: exploring guitar adaptations for an adolescent with Down syndrome

2014 ◽  
Vol 31 (3) ◽  
pp. 343-357 ◽  
Author(s):  
Adam Patrick Bell
Keyword(s):  
Down Syndrome ◽  
Learning Community ◽  
Structured Interview ◽  
Social Model ◽  
Social Model Of Disability ◽  
Instrumental Case Study ◽  
Music Making ◽  
The Social ◽  
Field Notes

The guitar has a high value in cultural capital and we are immersed in a culture in which the guitar is the predominant vehicle of music-making. Given the guitar's mass popularity, it follows that the guitar-learning community is vast and diverse. Subscribing to the social model of disability, I problematise the guitar as being disabled and conducted an instrumental case study using the ethnographic tools of video-based observation, field notes and a semi-structured interview to chronicle the experience of teaching an adolescent with Down syndrome how to play the guitar. Different approaches to enabling the guitar are examined including open-tuning, standard tuning and a modified two-string guitar. Findings discuss the importance of the guitar to the participant as a percussive and rhythmic instrument and additionally as support for singing in the context of jamming.

scholarly journals Improvised Music in Berlin 2012-13: A Brief Ethnographic Portrait

2016 ◽  
Vol 10 (2) ◽  
Author(s):  
Tom Arthurs
Keyword(s):  
Social Network ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Social Structure ◽  
Point Of View ◽  
Music Making ◽  
Improvised Music ◽  
Phd Thesis ◽  
Point Of Departure ◽  
Insight Into

This paper uses approaches from ethnography and Social Network Analysis to provide a brief insight into the practical, economic and social structure of Berlin’s Improvised Music scene during 2012 and 2013. The findings presented here address imbalances of gender and race, and highlight the (often difficult) financial reality of a life in Improvised Music. Audience, venues and performers are portrayed in order to provide an entry point for those unfamiliar with Improvised Music communities, and to offer an empirically researched point of departure for those already acquainted with such musicians and practices. This paper is an adaptation of parts of my PhD thesis “The Secret Gardeners: An Ethnography of Improvised Music in Berlin (2012-13),” which addresses the aesthetics, ideologies and practicalities of contemporary European Improvised Music-making from the point of view of 34 key practitioners and “expert” listeners.

scholarly journals Insights for Community Outreach Building to Promote Lifelong Learning with Higher Education Alumni in Chile

2011 ◽  
Vol 10 (1) ◽  
Author(s):  
Paula A. Charbonneau-Gowdy ◽  
Héctor A Magaña
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Community Building ◽  
Community Outreach ◽  
Conclusive Evidence ◽  
Alumni Relations ◽  
High Performing ◽  
Building Community ◽  
Field Notes

Despite conclusive evidence from high performing Higher Education (HE) institutions worldwide demonstrating the benefits of strong alumni-relations, institutions in many evolving countries often neglect their graduates. And this, despite rapid advances in technology that can support ongoing relations. The objective of our year-long project was to address this neglect. We (re)connected with 220 English Pedagogy alumni through a digital newsletter. The newsletter provided a forum for building community and mediating professional development among graduates and current faculty. Our qualitative mini case study focused on uncovering the emotions, perspectives and needs of former students through the lens of sociocultural and identity theory using a Likert scale questionnaire, field notes and writing-based interviews to collect data. Positive gains from this initiative were evidenced in clear signs of alumni’s increased recognition of their agency in mediating empowered professional identities through continuous learning. This recognition accompanied a trajectory of their investment in their professional development, characterized by a sense of affinity, then engagement with and support of the institution and community building. We believe these findings speak volumes of the potential of such outreach for all stakeholders in education, including society at large.

scholarly journals Community Building Through Inclusive Music-Making

2017 ◽  
Vol 17 (1) ◽  
Author(s):  
Jane Gosine ◽  
Deborah Hawksley ◽  
Susan LeMessurier Quinn
Keyword(s):  
Music Therapy ◽  
Teaching And Learning ◽  
Local Community ◽  
Physical Disabilities ◽  
Community Building ◽  
Music Therapists ◽  
Non Profit ◽  
Music Making ◽  
Therapy Sessions ◽  
Musical Preferences

The objective of this project was to expand the boundaries of regular music therapy sessions at a non-profit organization to include performances and workshops with community musicians. The goals and practices used for persons with physical disabilities prepared participants to benefit from inclusive music-making with local community musicians who had no previous music therapy experience, but whose performing styles were closely aligned with the musical preferences of our participants. The four collaborative workshops, which were held over six months, involved music therapy participants, accredited music therapists, local musicians, and volunteers engaging in music making together where teaching and learning was shared amongst all involved. The workshops were also an important mechanism for raising greater awareness of the needs and abilities of the music therapy participants.

One Physical Educator’s Struggle to Implement Restorative Practices in an Urban Intensive Environment

2021 ◽  
pp. 1-9
Author(s):  
Michael A. Hemphill ◽  
Risto Marttinen ◽  
K. Andrew R. Richards
Keyword(s):  
Teacher Educators ◽  
Text Messages ◽  
Early Career ◽  
First Year ◽  
Restorative Practices ◽  
Physical Education Teacher ◽  
Early Career Teachers ◽  
Semistructured Interviews ◽  
Field Notes ◽  
E Mail

Purpose: The purpose of this cyclical action research study was to examine the perspectives of Clyde, a first-year physical education teacher working in an urban intensive environment, as he attempted to implement restorative practices. Methods: Data included semistructured interviews, weekly e-mail communication, text messages, photographs, field notes from observations, and artifacts. Data were analyzed using a combination of inductive and deductive analysis. Results: The results are presented in three themes: (a) searching for appropriate discipline procedures, (b) critical incidents inhibited the integration of restorative practices, and (c) lack of preparation to teach in an urban intensive environment. Conclusion: Clyde’s experience suggests that challenges for early career teachers may be further complicated by teaching in urban intensive environments. Teacher educators may consider the different contexts in which teachers work and the influence they can have on both teacher effectiveness and job satisfaction.

Songs From the Car Seat

2014 ◽  
Vol 62 (1) ◽  
pp. 52-65 ◽  
Author(s):  
Lisa Huisman Koops
Keyword(s):  
Early Childhood ◽  
Children's Music ◽  
Early Childhood Music ◽  
Car Seat ◽  
Sibling Interaction ◽  
Music Making ◽  
The Family ◽  
Field Notes ◽  
Research Questions

The purpose of this qualitative case study was to investigate the musical “place” of the family vehicle by describing the music making of nine young children, ages 10 months to 4.5 years, that occurred in vehicles over the course of 9 weeks during which the children were enrolled in a researcher-led early childhood music course. Research questions examined the qualities of children’s music making in the car, optimal activities, and comparison of in-car and at-home music spaces. Data included parent journals on music activities that occurred in a vehicle, parent-filmed videos of children’s music-making activities both in and out of vehicles, videos of early childhood music classes, researcher field notes of music classes, and exit interviews with parents regarding their perceptions of music-making in the vehicles. The children sang, moved, listened to music, composed, and improvised while in the car, with activities mostly similar to those that occurred inside of the home. The family vehicle provided several advantageous characteristics as compared with the home, including reduced distractions; proximity to siblings, leading to increased sibling interaction at times; and opportunity for parent and child reflection.

scholarly journals In the moment with music: an exploration of the embodied and sensory experiences of people living with dementia during improvised music-making

2021 ◽  
pp. 1-23
Author(s):  
Robyn Dowlen ◽  
John Keady ◽  
Christine Milligan ◽  
Caroline Swarbrick ◽  
Nick Ponsillo ◽  
...  
Keyword(s):  
Health Care Professionals ◽  
Life Story ◽  
Video Observation ◽  
Family Carers ◽  
Music Therapists ◽  
Study Approach ◽  
Sensory Experiences ◽  
Music Making ◽  
Improvised Music ◽  
The Moment

Abstract The term ‘in the moment’ has received growing interest in the context of music programmes for people living with dementia, with music therapists, family carers, health-care professionals and people living with dementia themselves reporting the value of framing musical experiences in the ‘here and now’. Although this term is being used more frequently within the literature, there has yet to be a formal examination of such ‘in the moment’ musical experiences and how they might benefit a person living with dementia. We used a multiple-case study approach to develop a thematic framework of ‘in the moment’ musical experiences within the context of a music-making programme for people living with dementia. The research followed six people living with dementia and four family carers, and used video-observation and video-elicitation interviews to capture and analyse ‘in the moment’ experiences. Four thematic observations were developed which captured ‘in the moment’ musical experiences: Sharing a life story through music, Musical agency ‘in the moment’, Feeling connected ‘in the moment’ and Musical ripples into everyday life. These findings showcase the creativity and musical abilities of people living with dementia whilst affirming music as a medium to connect people living with dementia with their own life story, other people and the environments in which music-making takes place.

scholarly journals Evaluation of a Web-Based Educational Platform for the Baby-Act Trial

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 1315-1315
Author(s):  
Maria Kallis ◽  
Cristina Palacios ◽  
Maribel Campos ◽  
Mary H Mays
Keyword(s):  
Eating Behaviors ◽  
Mobile Apps ◽  
Text Messages ◽  
Web Based ◽  
Intervention Delivery ◽  
Systematic Assessment ◽  
Face To Face ◽  
Funding Sources ◽  
Field Notes ◽  
User Friendly

Abstract Objectives The Baby-Act trial is an intervention to prevent infant obesity by promoting healthy infant physical activity, sleep, and eating behaviors among mothers participating in WIC in Puerto Rico. The intervention is delivered through a mobile application. Upon launching the study platform, many Baby-Act participants reported difficulties. Issues included site specific such as poor connectivity, or platform specific (platform required several steps to download, register, and save/send data after completing each lesson). Barriers to adequate dissemination of intervention content, demanded the systematic assessment of potential solutions of challenges as reported by participants to achieve study goals. Our objective was to evaluate a web-based educational platform (www.lessonly.com) as an alternative for intervention delivery in the Baby-Act Trial in a sample similar to the main study population. This alternate platform is an easy and simple educational website that can be accessed by a link sent by text messages on their mobile phones. Methods WIC nutritionists collaborated to identify active WIC participants and invite them to participate in a semi-structured face-to-face interview. Participants were provided with an Informative Sheet and instructions to access the webpage, register as users and complete intervention lessons. After completing the tasks, trained interviewers asked about their experience accessing the page, registration and completion of lessons. Additional questions included adequacy of instructions and user confidence. Field notes were taken for analysis. Results A total of 9 participants completed the interview; 100% reported ease in accessing and registering on the platform and being able to view the pages without distortion. A total of 89% were able to successfully complete at least one lesson (one participant had very poor signal). Furthermore, 100% reported being confident in using the page and stated they would use it again. Conclusions The study found this website to be user-friendly and a viable alternative to mobile apps for future intervention delivery among WIC participants. Funding Sources RCMI grant U54 MD007600 (National Institute on Minority Health and Health Disparities) from the National Institutes of Health.

Indications in Music Therapy: Evidence from Assessment That Can Identify the Expectations of Music Therapy as a Treatment for Autistic Spectrum Disorder (ASD); Meeting the Challenge of Evidence Based Practice

2002 ◽  
Vol 16 (1) ◽  
pp. 11-28 ◽  
Author(s):  
Anne Steen Møller ◽  
Helen Odell-Miller ◽  
Tony Wigram
Keyword(s):  
Music Therapy ◽  
Autistic Spectrum Disorder ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Autistic Spectrum ◽  
Healthcare Needs ◽  
Music Making ◽  
Referral Criteria ◽  
Improvised Music

When children with Autistic Spectrum Disorder (ASD) are assessed in music therapy, significant strengths, potentials and resources emerge that may remain hidden in other, more formalised assessments. Therefore, it is becoming more necessary to develop a systematic method of describing this responsiveness, in order to define the expectations of therapy. Music therapy is a particularly important intervention for children with ASD to engage and nurture their capacity for flexibility, creativity, variability and tolerance of change, in order to balance the more structured and behaviourally driven education that is currently popular. The potential of treatment can be defined within the context of meeting healthcare needs. A case study will illustrate a model for defining ‘expectations of therapy’, by drawing on one child's awakened capacity for interaction through shared, improvised music-making. This article includes a long appendix providing an evidence-based review and recommendations regarding assessment and referral criteria based on current research and clinical evidence.

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