scholarly journals Collaborative Musical Creativity between Students and Adults: The Sonorous Paella

2021 ◽  
Vol 8 (2) ◽  
pp. 32-52
Author(s):  
Adolf Murillo ◽  
María Elena Riaño ◽  
Alfredo Bautista
Keyword(s):  
Secondary Students ◽  
Formal Education ◽  
Physical Space ◽  
Musical Score ◽  
Professional Musicians ◽  
Everyday Objects ◽  
Individual Interviews ◽  
Curriculum Frameworks ◽  
Musical Creativity ◽  
And Performance

Abstract While creativity is a key element of contemporary curriculum frameworks around the world, it is still insufficiently fostered in formal education settings. This study analyzes a project for collaborative musical creativity, entitled The Sonorous Paella. Participants (N = 12) were eight Year 4 secondary students, two professional musicians, an artist-in-residence, and a music teacher. Drawing on a graphic musical score, the participants worked together for 1.5 months to produce a group composition and performance. They were provided with various sound producers (instruments, everyday objects, technological devices) and were encouraged to flexibly utilize the physical space to maximize collaborative participation. Field notes and pictures taken during working sessions and rehearsals, audio recordings from the final concert, and individual interviews with all participants were qualitatively analyzed. In response to the three study objectives, we conclude that: (1) the design of this collaborative project was consistent with current research-based creativity discourses; (2) drawing on the quality and originality of the final concert, the project fostered the musical creativity of the group; and (3) participants’ perceptions of and opinions about their creativity learning processes were unanimously positive. Our final aim is to inspire music teachers in designing curriculum units that foster collaborative musical creativity.

A Conversation on Directing Opera

2021 ◽  
Vol 37 (3) ◽  
pp. 246-255
Author(s):  
Katie Mitchell ◽  
Mario Frendo
Keyword(s):  
Performing Arts ◽  
Musical Score ◽  
Senior Lecturer ◽  
Contemporary World ◽  
Art Form ◽  
Don Giovanni ◽  
National Opera ◽  
Dramatic Text ◽  
Theatre Studies ◽  
And Performance

Katie Mitchell has been directing opera since 1996, when she debuted on the operatic stage with Mozart and Da Ponte’s Don Giovanni at the Welsh National Opera. Since then, she has directed more than twenty-nine operas in major opera houses around the world. Mitchell here speaks of her directorial approach when working with the genre, addressing various aspects of interest for those who want a better grasp of the dynamics of opera-making in the twenty-first century. Ranging from the director’s imprint, or signature on the work they put on the stage, to the relationships forged with people running opera institutions, Mitchell reflects on her experiences when staging opera productions. She sheds light on some fundamental differences between theatre-making and opera production, including the issue of text – the libretto, the dramatic text, and the musical score – and the very basic fact that in opera a director is working with singers, that is, with musicians whose attitude and behaviour on stage is necessarily different from that of actors in the theatre. Running throughout the conversation is Mitchell’s commitment to ensure that young and contemporary audiences do not see opera as a museum artefact but as a living performative experience that resonates with the aesthetics and political imperatives of our contemporary world. She speaks of the uncompromising political imperatives that remain central to her work ethic, even if this means deserting a project before it starts, and reflects on her long-term working relations with opera institutions that are open to new and alternative approaches to opera-making strategies. Mitchell underlines her respect for the specific rules of an art form that, because of its collaborative nature, must allow more space for theatre-makers to venture within its complex performative paths if it wants to secure a place in the future. Mario Frendo is Senior Lecturer of Theatre and Performance and Head of the Department of Theatre Studies at the School of Performing Arts, University of Malta, where he is the director of CaP, a research group focusing on the links between culture and performance.

Notes on Emotional Components of Musical Creativity and Performance

1994 ◽  
Vol 128 (6) ◽  
pp. 635-640 ◽  
Author(s):  
Nick L. Lund ◽  
Peter L. Kranz
Keyword(s):  
Musical Creativity ◽  
And Performance

Internet of Things Applications

2016 ◽  
pp. 397-427 ◽  
Author(s):  
Mahmoud Elkhodr ◽  
Seyed Shahrestani ◽  
Hon Cheung
Keyword(s):  
Quality Of Life ◽  
Internet Of Things ◽  
Mobile Devices ◽  
Physical Space ◽  
The Internet ◽  
Everyday Objects ◽  
Iot Applications ◽  
The Impact ◽  
The Internet Of Things

The Internet of Things (IoT) brings connectivity to about every objects found in the physical space. It extends connectivity not only to computer and mobile devices but also to everyday objects. From connected fridges, cars and cities, the IoT creates opportunities in numerous domains. This chapter briefly surveys some IoT applications and the impact the IoT could have on societies. It shows how the various application of the IoT enhances the overall quality of life and reduces management and costs in various sectors.

Reimagining the Iconic in New Media Art: Mobile Digital Screens and Chôra as Interactive Space

2019 ◽  
Vol 36 (7-8) ◽  
pp. 109-133
Author(s):  
Adrian Gor
Keyword(s):  
New Media ◽  
Spatial Interaction ◽  
Physical Space ◽  
Aesthetic Theory ◽  
Golden Calf ◽  
New Media Art ◽  
Byzantine Icons ◽  
And Performance ◽  
Physical Spaces ◽  
Hybrid Forms

With the advancement of digital technology in contemporary art, new hybrid forms of interaction emerge that invite viewers to make images present in physical space as events that claim a life of their own. In breaking away from representational and performance art theories that have dominated the critique of new media artwork since the 1980s, this article analyses an iconic vision of mobile touchscreens based on the medieval Byzantine chorographic inscription of the sacred in profane spaces. As defined in recent art historical studies on Byzantine icons, chorography ( chôra/space + chorós/movement) builds on a multisensory spatial interaction between the beholders of icons that results in feeling the presence of a divine, invisible image. In light of postmodern critique of digital images’ capacity to manipulate notions of reality, new media aesthetic theory hardly addresses this Byzantine iconic vision that is fundamental to western visual culture. Jeffrey Shaw’s installation, The Golden Calf, is discussed to offer an alternative in understanding how digital and physical spaces function together to evoke something essentially real.

scholarly journals Spørsmål om tid og sted: Mulighetsrom og kvalifiseringsbaner blant ungdom utenfor videregående opplæring i Finnmark

2019 ◽  
Vol 3 (3) ◽  
pp. 75-90
Author(s):  
Berit Lødding ◽  
Gry Paulgaard
Keyword(s):  
Young People ◽  
Formal Education ◽  
Individual Interviews ◽  
Upper Secondary Education ◽  
Job Opportunities ◽  
Upper Secondary ◽  
Embodied Experiences ◽  
Attachment To Place ◽  
Perception Of Time ◽  
The Relationship

Based on individual interviews with young people in Finnmark who have quit or taken a break from upper secondary education, this article addresses the relationship between attachment to place and perception of time. Finnmark is the largest and least populated county in Norway, located in the far North, with only 10 upper secondary schools. The article’s theoretical basis is a criticism of two different forms of universalisms: i) the metrocentrism in youth research and ii) normative deadlines for completion of education. As globalisation creates inequalities and changes in access to work, the article argues that it is important to examine how such changes affect young people’s perspectives and opportunities in different places. Access to localized capital, i.e. networks, embodied knowledge and reputation, can be a differentiating factor for young people’s job opportunities and lack thereof. When norms for rapid completion of education that apply to university-oriented career paths are generalized, the existence of alternative learning arenas and qualification trajectories are overlooked. Sensitivity to the young people’s material and embodied experiences, enables a richer analysis of how young people need to handle conflicting logics between attachment to place and completion of formal education elsewhere.

scholarly journals Opportunities for Reasoning: Digital Task Design to Promote Students’ Conceptions of Graphs as Representing Relationships between Quantities

2020 ◽  
Vol 6 (3) ◽  
pp. 340-366 ◽  
Author(s):  
Heather Lynn Johnson ◽  
Evan D. McClintock ◽  
Amber Gardner
Keyword(s):  
Qualitative Study ◽  
Secondary Students ◽  
Task Design ◽  
Quantitative Reasoning ◽  
Variation Theory ◽  
Critical Aspect ◽  
Dual Approach ◽  
Mathematical Representations ◽  
Individual Interviews ◽  
Task Sequences

Abstract We posit a dual approach to digital task design: to engineer opportunities for students to conceive of graphs as representing relationships between quantities and to foreground students’ reasoning and exploration, rather than their answer-finding. Locally integrating Ference Marton’s variation theory and Patrick Thompson’s theory of quantitative reasoning, we designed digital task sequences, in which students were to create different graphs linked to the same video animations. We report results of a qualitative study of thirteen secondary students (aged 15–17), who participated in digital, task-based, individual interviews. We investigated two questions: (1) How do students conceive of what graphs represent when engaging with digital task sequences? (2) How do student conceptions of graphs shift when working within and across digital task sequences? Two conceptions were particularly stable – relationships between quantities and literal motion of an object. When students demonstrated conceptions of graphs as representing change in a single quantity, they shifted to conceptions of relationships between quantities. We explain how a critical aspect: What graphs should represent, intertwined with students’ graph-sketching. Finally, we discuss implications for digital task design to promote students’ conceptions of mathematical representations, such as graphs.

Assistive Technology for Students With Disabilities: An Updated Snapshot

2020 ◽  
pp. 016264342091462
Author(s):  
Emily C. Bouck ◽  
Holly Long
Keyword(s):  
Assistive Technology ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Significant Relationship ◽  
Technology Use ◽  
Transition Study ◽  
And Performance ◽  
Disability Categories ◽  
National Longitudinal Transition Study

Assistive technology can benefit students with disabilities in terms of independence and performance. Yet more research is needed regarding usage of assistive technology. Using the National Longitudinal Transition Study 2012 database, the authors explored reported use regarding assistive technology by secondary students with disabilities. Overall, the authors found low rates of assistive technology reported use among students with disabilities aggregated, although there were large ranges across disability categories (e.g., 14.5%–74.0% for use of assistive technology). Disability category had a statistically significant relationship with reported assistive technology use for secondary students.

The Impact of Technologies on Society, Schools, and Music Learning

2017 ◽  
pp. 276-290
Author(s):  
Valerie Peters
Keyword(s):  
Music Education ◽  
New Technology ◽  
Traditional Music ◽  
First Century ◽  
Music Culture ◽  
Professional Musicians ◽  
Rock Band ◽  
Music Making ◽  
And Performance ◽  
The Impact

This chapter examines how music education can benefit from the use of new electronic tools and materials for music making that allow learners to combine their interests and prior understandings toward deepening their engagement in music. By exploring how rhythmic video games like Rock Band bridge the large chasm that exists between youths’ music culture and traditional music education; how inexpensive recording hardware and software such as Audacity and GarageBand have provided youth with opportunities to compose and perform as only professional musicians could in the past; and how software like Impromptu successfully engages youth in music composition and analysis by enabling users to create and remix tunes using virtual blocks that contain portions of melodies and rhythmic patterns, this chapter argues that twenty-first-century music education, with the help of new technology, has the potential for engaging greater numbers of young learners in authentic music making and performance.

The development of metacognition in musicians: Implications for education

2001 ◽  
Vol 18 (1) ◽  
pp. 27-39 ◽  
Author(s):  
Susan Hallam
Keyword(s):  
Monitoring And Evaluation ◽  
Complex Relationship ◽  
Professional Musicians ◽  
Musical Practice ◽  
Short Piece ◽  
Planning Strategies ◽  
Development Of Expertise ◽  
And Performance

Recent research on musical practice has focused on metacognition and the strategies that musicians adopt in their preparations for performance. This study explored the development of metacognition and performance planning strategies in musicians from novice to professional level. Twenty-two professional musicians and fifty-five novices were interviewed about their practising. The novices were also tape-recorded learning and performing a short piece. The professional musicians demonstrated extensive metacognition in relation to their preparations for performance encompassing technical matters, interpretation, and issues relating to learning itself, e.g. concentration, planning, monitoring and evaluation. Although there were similarities in the strategies adopted there was considerable variation because of individual need. In the novice musicians, there was a complex relationship between the development of expertise and the use of planning strategies.

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