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"My Voice is who I am" - Vocal Improvisation Group Work with Healthy Community-Dwelling Older Adults
No full textHintergrund: Es ist bekannt, dass Vokalimprovisation das Wohlbefinden fördert. Hingegen ist noch nicht viel über die Anwendung von Vokalimprovisation bei gesunden älteren Menschen bekannt. Während der Schwerpunkt in der Musiktherapie auf der Untersuchung von Interventionen mit klinischen Populationen älterer Menschen liegt, müssen die Herausforderungen und Stressfaktoren, mit denen gesunde ältere Menschen konfrontiert sind, genauer untersucht werden.
Methoden: In dieser qualitativen Studie wurden die Erfahrungen von 54 älteren Menschen im Alter von 60 bis 93 Jahren (M=71,07) analysiert. Die Proband*innen nahmen an 12 wöchentlichen Vokalimprovisationsgruppen teil, in denen verschiedene Stimmimprovisationstechniken eingesetzt wurden. Die Daten wurden mittels qualitativer, halbstrukturierter Gruppeninterviews und 12 Fokusgruppen (vor und nach der Intervention) erhoben.
Ergebnisse: Eine qualitative Inhaltsanalyse ergab, dass die Gesangsimprovisationen das Gefühl eines offenen Raums schufen, in dem die Teilnehmenden ihre eigene Stimme ausdrücken und erforschen konnten. Die Intervention hat deren Einstellung zur eigenen Stimme verändert und zu bedeutsamen persönlichen Erfahrungen und neuen Selbsterkenntnissen geführt. Die Teilnehmenden beschrieben, dass sie während der Gruppenarbeit tiefgreifende emotionale Prozesse erlebten. Weiters berichteten sie von einer Verbesserung ihres Selbstbewusstseins, der Einstellung zu ihrer eigenen Stimme und ihres Wohlbefindens.
Schlussfolgerungen: Die Gruppenintervention mit Gesangsimprovisation zeigte sich als förderlich für das Wohlbefinden gesunder, in der Gemeinschaft lebender älterer Menschen.Background: Vocal improvisation is known as beneficial in promoting well-being, yet not much is known about using vocal improvisation with healthy older adults. While the emphasis in music therapy on studying interventions with clinical populations of older adults is important, the challenges and stressors facing healthy older adults require more investigation.
Methods: This qualitative study analyzed the experiences of 54 older adults, ranging between 60 and 93 years (M=71.07), who participated in 12 weekly vocal improvisation group meetings that incorporated various voice improvisation techniques. Data was gathered using qualitative semi-structured group interviews with 12 focus groups (pre- and post-intervention).
Results: A qualitative content analysis revealed that the vocal improvisations created the sense of an open space where participants could express and explore their own voices. The intervention has changed their attitudes regarding their own voices and led to meaningful personal experiences and new self-discoveries. The participants described experiencing a significant emotional process during the group work and reported experiencing self-exploration, and improvements in their self-beliefs, attitudes regarding their own voices, and their well-being.
Conclusions: Vocal improvisation group intervention was experienced as beneficial for the well-being of healthy community-dwelling older adults
Eine autoethnographische Reise in der Entwicklung einer post-ableistischen Musiktherapie
No full textThis paper describes my journey in developing Post-Ableist Music Therapy and offers vignettes of its use in practice. In the style of an autoethnography, it recounts the way I began actively to address the ableism that was uncovered during the analysis process of my PhD research: ‘Developing Post-Ableist Music Therapy: An autoethnography exploring the counterpoint of a therapist experiencing illness/disability’(Shaw, 2019). I set about developing an ethic for practice that would address ableism by using the Foucauldian tool of creating the self as a work of art. I engaged in a creative process as a way to defamiliarise and reconceptualise practice. Post-Ableist Music Therapy was developed and extended the relational ethic beyond what was present in the practice studied, by drawing on aspects of posthumanism (valuing interdependence; Braidotti, 2013), agonistic pluralism (Chambers, 2001; Cloyes, 2002; Mouffe, 2016), and increasing the incorporation of disability studies. Posthumanism was used as a foundation for PAMT (due to the ableist tendencies of humanism), which differs to current music therapy orientations. Therefore, PAMT is offered as an alternative lens in the critical orientations’ apparatus: a social justice practice that is not based on empowerment and humanism, but instead on agonism and posthumanism.Dieser Artikel beschreibt meine Reise bei der Entwicklung einer post-ableistischen Musiktherapie (PAMT) und er bietet Fallvignetten zur Anwendung der PAMT in der Praxis. In autoethnographischem Stil wird darin geschildert, wie ich begonnen habe, mich aktiv mit der Behindertenfeindlichkeit zu befassen, die während des Analyseprozesses meiner Doktorarbeit aufgedeckt wurde: ‚Entwicklung einer Post-Ableistischen Musiktherapie: Eine Autoethnographie, die den Kontrapunkt einer Therapeutin mit Krankheit/Behinderung untersucht‘ (Shaw, 2019).
Ich hatte mir zum Ziel gesetzt, eine Ethik für die Praxis zu entwickeln, die der Behindertenfeindlichkeit entgegenwirkt. Ich ließ mich auf einen kreativen Prozess ein, um die Praxis zu verändern und neu begreifen zu können. Es entstand die post-ableistische Musiktherapie. Sie erweiterte die therapeutische Beziehungsethik über das hinaus, was in der untersuchten Praxis bereits vorhanden war. Hierfür wurden sowohl Aspekte des Posthumanismus (Wertschätzung der gegenseitigen Abhängigkeit; Braidotti, 2013), des agonistischen Pluralismus (Chambers, 2001; Cloyes, 2002; Mouffe, 2016), sowie Erkenntnisse der Disability Studies herangezogen. Der Posthumanismus wurde als Grundlage für die PAMT verwendet (aufgrund der ableistischen Tendenzen des Humanismus), die sich von den aktuellen musiktherapeutischen Orientierungen unterscheidet. Somit bietet sich die PAMT als alternative Sichtweise im Rahmen kritischer Ansätze an: eine Praxis der sozialen Gerechtigkeit, die nicht auf Empowerment und Humanismus basiert, sondern auf Agonismus und Posthumanismus
Innovative teaching in a new normal: creating new ways to deliver virtual information literacy and research support training
No full textWith the pandemic bringing unprecedented circumstances for us all, at the University of Essex we moved our in-person information literacy (IL) and research support (RS) training online. We wanted to see the unexpected situation as an opportunity for improvement, which required innovation and creativity. In this paper, we will share the lessons we have learnt in our shift to online teaching. We begin by giving a brief background of the training we offered prior to the pandemic, highlighting how this training was rarely online, with a greater emphasis on in-person support. We then give an overview of the technologies we used to develop our virtual offer of IL and RS training in a range of different formats, including online tutorials using LibWizard, mixed-media webpages using LibGuides, YouTube videos, and running virtual workshop sessions using Zoom. We then discuss what has and hasn’t worked in our aim to increase the scope and interactivity of our IL and RS training, before considering the feedback we received from participants. Finally, we explore how we intend to broaden our offer further in the future based on the lessons learned and reflect on how this will influence future decision making. Ultimately, we aim to make the most of the positives we’ve seen and offer a mix of online and in-person IL and RS training, with consideration toward how we do this sustainably amongst the continued uncertainties around the ‘new normal’. Overall, we hope that our paper demonstrates how challenging situations can lead us to innovate in new and interesting ways
Scrap is our Future
No full textScrap is our future is a film made about teenage garbage collectors in Ngaoundéré, a city in northern Cameroon. This film tells an intimate story of Dembélé an orphan, which since the death of his mother in 2015, has become responsible for his own life. His life is set in the streets with other youths collecting scrap. Dirty, sleeping in left-behind bus wreck, addicted to various drugs, they belong to a growing but highly stigmatised group of youths in Ngaoundéré. Reflecting over life Dembélé says “it is scrap that is our future”
Flipped classroom as speech genre in mentor education: Students’ perspective on conditions that have an impact on learning processes
No full textThe purpose of this study is to gain insight into factors that are important for the students’ learning processes when the mentor education is designed as a flipped classroom. Research on flipped classrooms in mentor education for teachers in kindergartens and schools is given little attention. With a qualitative approach, we ask: How can we promote good learning processes when flipped classrooms are used in mentor education? The data consist of 138 evaluations by students on four courses. A thematic analysis has been used. The theoretical framework is Bakhtin’s concept of speech genre, multivocality and view of knowledge. Significant for the learning processes are plain and early information, connections between the different parts of the education, interaction and exchange of opinions through concrete support from the teacher and adapted working methods beyond the traditional. Flexibility can both promote and inhibit learning. The study is a contribution that highlights important aspects of the learning process when flipped classrooms are used in mentor education, and it can contribute to increased understanding of use of flipped classrooms in higher education.Formålet med artikkelen er å få innsikt i forhold som har betydning for studentenes læringsprosesser når veilederutdanningen er designet som omvendt undervisning. Forskning på omvendt undervisning i veilederutdanning for lærere i barnehage og skole er viet lite oppmerksomhet. Denne studien har en kvalitativ tilnærming og undersøker følgende: Hvordan fremme gode læringsprosesser når omvendt undervisning anvendes som arbeidsform i veilederutdanningen? Datamaterialet består av studentevalueringer fra 138 studenter fra fire kull. Det er valgt en tematisk analyse. Det teoretiske rammeverket bygger på Bakhtins begreper talesjanger og flerstemmighet samt et intersubjektivt kunnskapssyn. Særlig betydningsfullt for læringsprosessene er tydelig og tidlig informasjon, sammenhenger mellom utdanningens ulike deler, samhandling og meningsbryting gjennom konkret lærerstøtte og tilrettelagte arbeidsformer utover det tradisjonelle. Fleksibilitet kan være både læringsfremmende og hemmende. Studien synliggjør viktige aspekt ved læringsprosessene når omvendt undervisning anvendes i veilederutdanningene og kan bidra til økt forståelse for bruk av omvendt undervisning i høyere utdanning
Back to my Mother Tongue: Challenging the Ideal of one Language for all in Music Therapy
No full text"I wish you would teach in Arabic," a student tells me. She takes my breath away: that language barrier again. So familiar. About a year ago, following an ongoing struggle with academic English, I returned to Hebrew, reclaiming the freedom of writing and speech, even at the cost of sharing my thoughts with a wider audience, publishing my texts, and achieving more recognition. This critical essay describes the experience of a non- English-speaking music therapist and academic through the prism of language and power. The complex influences of verbal speech are described. The ideal of international language, its benefits and its consequences are presented as well. The author\u27s story, her mother tongue, Hebrew, and a recent Israeli survey on the accessibility of language may serve to shine a light on possibly similar experiences of non-English-speaking music therapists. The experiences of a Palestinian, Arab-speaking music therapist also complement this narrative. In closing, the author reflects on the possible implications of dominant languages on the global music therapy community and challenges the value of this ideal.
תקציר
"לו רק לימדתם בערבית" אומרת בסוף ההרצאה הסטודנטית האחרונה שנשארה בכיתה. אני מרימה אליה ראש ומפסיקה לנשום, המומה מהכנות שלה. היא משיבה אותי אל מחסום השפה שגם אני חווה: אל אותו רגע לפני שנה שבו החלטתי לשוב לכתוב בשפת אמי לאחר מאבק מתמשך עם האנגלית האקדמית. לתבוע מחדש את חירות המחשבה והדיבור אפילו במחיר צמצום היכולת לפרסם, לחלוק מחשבות עם העולם המקצועי הרחב ולקבל הכרה מקצועית.
המאמר הנוכחי, מאמר ביקורת, עוסק בבעיית השפה של מטפלות ומטפלים במוסיקה ואקדמאים בעלי שפת אם שאינה אנגלית. מתוארות במאמר השפעותיה המורכבות של שפה על האדם: יתרונותיה והמחירים שהיא גובה. חווייתם של מטפלים במוסיקה שאינם דוברי אנגלית במקור מודגמת באמצעות סיפורה האישי של המחברת ושפת אמה, העברית, ובעזרת סקר בו השתתפו מטפלים במוסיקה העובדים במדינת ישראל. משלימה את המסע חווייתה של מטפלת במוסיקה פלסטינית הדוברת ערבית כשפת אם. בעקבות כל אלה המאמר נוגע בהשלכות האפשריות של שפות בינלאומיות דומיננטיות על התפתחותן של קהילות מקצוע מקומיות, ועל הקהילה העולמית של טיפול במוסיקה. בין המילים משולבים קטעי אמנות חזותית וקול להרחבה והמחשה
The Emotional Labour of Translations and Interpretations in Music Therapy Research and Practice
No full textLanguage is a natural human system of conventionalised symbols with precise meanings that allows people to express and communicate their innermost thoughts and feelings, sensibilities and subjectivities, and carry out several social roles. Each human constellation develops a language suitable to the lifeworld. The diversity of languages is something to be celebrated, except when language is used as a tool for dominance. While the power of the English language is well recognised, the burden of using the English language by non-native English speakers and the expectation to use English in daily professional interactions are rarely examined in music therapy. Some people have written varied narratives of their encounters with power and language in this issue. This article, however, focuses on the labours of translations and interpretations in accommodating the dominant English language in music therapy research and practice. Using anecdotes and data from my postgraduate research, I demonstrate how the balance of power in the dominance of English in music therapy scholarship benefits the first-language speakers of the English language at the logistical and emotional expense of non-native English speakers
Heritage languages in full circle: From the Nordic to the Americas and back again
No full textThe papers in this volume are a collection of those presented at the 12th annual meeting of the Workshop on Immigrant Languages in the Americas, a conference series co-founded by heritage language researchers from Norway and the United States. The collection of papers demonstrates the sharing of ideas and advancements in the field that have occured as an outcome of the research network’s annual conference and its dedicated and collaborative research members. Some papers make use of various components of the Corpus of American Norwegian Speech, some present results from a survey on postvernacular heritages languages and other sociolinguistic topics, while others focus on morphology and syntax of bilingual situations. The volume contains papers on Dutch, Frisian, German, Greek, Norwegian and Turkish in North America. Together, the collection can be considered a showcase of the state of the field of studies of heritage languages, languages that are non-dominant languages in a given setting, often with little local prestige. 
Still tonal after all these years?
No full textMaterialet etter den nasjonale tonelagsundersøkelsen som Knut Fintoft og hans medarbeidere gjorde på 1970-tallet, omfatter også talere fra Nordhordland, der dialektene tradisjonelt har manglet tonelag. For noen år siden undersøkte forfatteren i hvilken grad dette gjaldt Fintoft-informantene, i lys av at tonelagene etter 2. verdenskrig gradvis har etablert seg på Strilelandet sammen med andre trekk fra bergensmålet. En av dem skilte seg ut ved at han hadde en minimal og neppe hørbar kontrast som likevel var statistisk signifikant. Da den første innspillingen ble gjort, så vel som senere i livet, var informanten selv overbevist om at han manglet motsetningen. Artikkelen er en analyse av denne informanten basert på en ny innspilling av det samme materialet. Målet er å undersøke om denne underbevisste kontrasten har holdt seg, om den har styrket seg, eller om den har forsvunnet i løpet av de nesten 50 årene som er gått siden tidlig på 1970-tallet. Resultatet viser at den har holdt seg, også i et datasett som i mindre grad enn Fintoft-materialet avslører at det er tonelagskontrasten som er gjenstand for undersøkelsen
Numbers of Horned Lark (Eremophila alpestris) are increasing at high alpine and arctic breeding sites in Norway
Get PDFCover photo: Female Horned Lark Eremophila alpestris. Photo: Terje Lislevand.
Strong declines in number of breeding Horned Larks Eremophila alpestris were reported from several Fennoscandian breeding grounds in the 1960s and 1970s. Counts from the species’ high alpine breeding grounds at Hardangervidda, southern Norway in the early 1980s and the first couple of decades in the 2000s, and from its arctic breeding grounds in the Varanger region, northern Norway in the period 1996-2021, show a reversal of the trend. The increase in numbers is suggested to have resulted primarily from recovery of nonbreeding habitat after cessation of extensive building of embankments to prevent flooding in the German Wadden Sea area, which is the main wintering area of Fennoscandian Horned Larks