12244 research outputs found
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Meeting the Universe Halfway (for instruments and three custom-made apparatuses) (2018) [REF2021 collection]
No full textMeeting the Universe Halfway (2018) is musical a composition for for instruments and three custom-made apparatuses. The composition was written for the ensemble, The House of Bedlam, and first performed by them in May 2018.
This collection evidences the output in the form of a musical score and video recorded performance. Contextualising information includes a 300-word statement, research timeline, and research questions
alternate between attention and ease (2017) [REF2021 collection]
No full textalternate between attention and ease explores cognitive load and how we remember associations between sets of unrelated elements dependent on the structure of their presentation and the inherent difficulty of the task. It focuses on the way intrinsic, extraneous, and germane cognitive load affects the response time to a series of cues given by two speakers to the orchestra. The two cueing players each have a set of 24 words and samples that are used to instruct the orchestra. The word and sample cues are related (e.g. the word ‘cow’ and the sound of a cow mooing), and each cue is linked to a major or minor triad, played by the orchestra (e.g. ‘door’ is A major). The cueing players develop sequences and associations between the cues, such as gun/dog or water/gate, to which the orchestra respond as quickly as possible. The resultant texture is a map of the speed of response of the individual orchestral players, with the cueing players making it harder or simpler for the orchestra to respond correctly. The conductor also has a set of cues that initiate noise drone samples and static noise sounds from the orchestra. The piece alternates between these two cueing systems to manage the cognitive load.
Commissioned by BBC Radio 3 and first performed on 7 May 2017 at Tectonics Music Festival by BBC Scottish Symphony Orchestra and Parkinson Saunders, conducted by Ilan Volkov.
This Collection comprises a single-component output with contextualising information, evidencing the output in the form of a music score and video recordings of performances. Contextualising materials include a 300-word statement, research timeline, research questions, a BBC interview with James Saunders, and documentation of a conference presentation entitled 'Group behaviours as music'
things to do (2014-2020) [REF2021 collection]
No full textthings to do is a series of pieces which use a set of instructions in different categories (including noises, pitches, devices and processes) spoken by players and other participants during the performance and which govern the actions made by the players. Players respond to instructions they can hear by realizing the defined actions as soon as possible after they are spoken. The differences in each piece, and the relationships between the players and other participants, are determined by constraints which govern who each player responds to and who gives instructions. It creates modes of interaction between individuals, allows group behaviours to emerge, and reveals the personal characteristics of each performer in an immediate way. Players may use any instruments, sound-producing objects, devices or sound processing equipment (digital, analogue, or acoustic), and performances are characterised by the wide range of personal choices brought together as a group.
This Collection comprises a multi-component output with contextualising information, evidencing the outputs in the form of a series of musical scores and video recordings of the performances. Contextualising materials include a 300-word statement, research timeline, research questions, and documentation of a conference keynote ('I tell you what to do'), two interviews ('Dominic Lash_AFTER #[unassigned]: an Interview with James Saunders' and 'Music at City: Interview with James Saunders'), two magazine articles ('Alphonsine Houëves and Mélanie Kays_ Sound Properties Of Group Materials And Behaviors, Things To Do' and 'Vielfalt kultureller Bezugspunkte: Drei britische Komponisten im Portrait – James Saunders, Luke Bedford, Steven Daverson'), and a statement about things to do published on the Wolf Notes website
danceroom Spectroscopy 2.0 (2014 - 2018) [REF2021 collection]
No full textdanceroom Spectroscopy (dS) is an arts/science collaborative project exploring molecular dynamics, allowing users to interact with a scientifically-accurate molecular simulation through movement in real time. Hyde’s contribution is the sound and music for the project, involving a complex interactive system (for a public installation) and an hour long interactive score for a dance-based performance using the system.
The project has was previously performed in an earlier iteration from 2012. In 2014, danceroom Spectroscopy 2.0 was developed, creating new outputs, which form the basis of this portfolio.
This Collection comprises a multi-component output with contextualising information, evidencing the outputs in the form of a full video of the Hidden Fields performance (via Vimeo link), photo documentation of danceroom Spectroscopy events at Z-Space (San Francisco, CA, USA), the Bhutan International Festival, and ZKM (Karlsruhe, Germany), a performance video excerpt via Vimeo link (ZKM event), and the Hidden Fields video trailer (via Vimeo link). Contextualising information includes a 300-word statement, Research Timeline and Research Questions, a contextualising article (Leonardo Music Journal, MIT Press), and documentation of the danceroom Spectroscopy exhibition at We the Curious, Bristol, UK
Reimagining Post Punk: The Buzzcocks & The Fall (2017-2019) [REF2021 collection]
No full textThis Collection comprises a multi-component output with contextualising information, documenting two design projects that revisit the enduring legacy of Post Punk. Firstly, Orgasm Addict Reframed 2017, a touring exhibition of works by designers invited to reinterpret The Buzzcocks iconic cover, including Robinsons Huh Wow!; and secondly Robinson’s ongoing series of works celebrating the cultural importance of Mark E Smith and The Fall
'Against the odds': insights from Black, Asian and minority ethnic teachers
No full textThe stark disparity in representation between the number of Black, Asian and minority ethnic (BAME) teachers in primary and secondary schools and the pupils that they teach is widely documented. Almost one third of pupils in state maintained primary schools are BAME, and just over a quarter of the pupils in state maintained secondary schools are from BAME backgrounds; this is in sharp contrast to 7.2% of teachers from BAME backgrounds, (DfE, 2015)
Although the author acknowledges and problematises the continued existence of inhibitory and inequitable societal structures, the featured research project does not seek to add to the already significant literature base on the reasons for the disproportionate representation of BAME teachers. Instead, drawing on critical race theory, this research recognises and celebrates that communities of colour have multiple strengths and assets (Yosso, 2005). And these need to be harnessed for the world of education. Building on this potent and positive premise, the research lens shifts away from a deficit model by specifically researching individuals from Black, Asian and minority ethnic groups who are in the 7.2% minority and who have succeeded in joining the teaching profession. This research seeks to establish if there are commonalities in the lived experiences of these individuals who have successfully navigated their way through any potential ‘oppressive structures’ Lynn and Jennings ( 2009) and arguably ‘against the odds’ have qualified as teachers.
With social justice underpinnings, the primary research aim is to foreground, celebrate and learn from these narratives of resistance. Shining a light on the deconstructed narratives brings fresh insights and generates a knowledge base that could ultimately empower those who may be currently disempowered to join the teaching profession. The study is presented as a pragmatic counter to the perceived inertia of progress in this domain.
In this presentation powerful and empowering sources of evidence are shared from the rich qualitative dataset gathered from 1:1 semi structured interviews with 15 qualified teachers from a BAME background.The sample selected for the research were former primary and secondary PGCE students (cohorts 2015 - 2019) from the author’s university and thus represented a convenience sample. In terms of data gathering methods, the individuals were asked a set of open ended questions that probed: their motivations for joining the teaching profession; the nature of any personal attributes, skills and dispositions they possessed; as well as forms of cultural wealth, assets or resources they may have drawn on, such aspirational, navigational, social, linguistic, familial and resistant capital. In addition, the participants were invited to offer ideas on the design of future outreach work for the PGCE recruitment purposes to encourage a greater representation from under-represented ethnic groups.
Each interview was recorded and transcribed and the final transcription sent to each participant to check for accuracy. The data gathered from the interviews were analysed using principles of Grounded theory ( Charmaz 2006). An open ended inductive method was used to organise and reduce the interview data set into emergent categories. This initial list was then reduced down by looking for similarities or potential repetition in themes that could effectively be classified together as one overarching data theme. These data themes were analysed against the framework of critical race theory, (Crenshaw, 2002, Ladson Billings, 2009), community cultural wealth, (Yosso, 2005, Gonzales et al 1995 ), intersectionality theory, ( Collins and Bilge, 2020 ). The key findings, conclusions and recommendations are offered with implications for ITE recruitment policy and practice discussed
Sp/ARC (Specification/Audiation Real-time Composition)
No full textSp/ARC (Specification/Audiation Real-time Composition) is a cross-platform mobile application that provides an environment intended to facilitate creative musical flow, from initial impulse through production to dissemination, doing so through a simple text-based interface that implements some of the features of Paul Berg’s venerable Lisp-based, desktop application AC Toolbox. It also draws on composer Julio Estrada’s concept of composing with continua, as well as on Steve Reich’s related phase-shift techniques. In its current form, the application is monophonic and, as such, creates a fruitful compositional constraint. The app can also be seen as a manifestation of the composer’s recent investigations into Code as Prosthesis, as it attempts to employ a live-coding dynamic that seeks a kind of compositional effortlessness (Wu Wei) that integrates audiation (the inner ear), listening (the outer ear), and specification (intellectual proposition). Sp/ARC has been built with JUCE, making use of its physical modelling library. As envisioned, the app will enable both Bluetooth MIDI transmission and the immediate uploading of improvised recordings to YouTube, etc
The Learning Sciences and Primary School Science
Get PDFThis document is one outcome of the project The Learning Sciences in Initial Teacher Education (ITE) 2019-20 funded by the Wellcome Trust. The project explored how initial teacher education could and also should engage with the ‘Learning Sciences’ in order to provide a good preparation for teachers in their professional journeys. The curriculum in ITE typically includes generic elements such as Professional Studies and subject specific elements. In other documents we have addressed generic issues, but here we are considering subject-specific implications of the learning sciences exemplified through a focus on science.
Science is not a random choice; it seems appropriate that this scientific perspective on learning should first be explored in a subject with which it is epistemologically congruent. Also, and perhaps for that reason, we found that colleagues interested in science were particularly drawn to exploring these issues. It seemed like a good place to start
Pathways linking biodiversity to human health: a conceptual framework
Get PDFBiodiversity is a cornerstone of human health and well-being. However, while evidence of the contributions of nature to human health is rapidly building, research into how biodiversity relates to human health remains limited in important respects. In particular, a better mechanistic understanding of the range of pathways through which biodiversity can influence human health is needed. These pathways relate to both psychological and social processes as well as biophysical processes. Building on evidence from across the natural, social and health sciences, we present a conceptual framework organizing the pathways linking biodiversity to human health. Four domains of pathways—both beneficial as well as harmful—link biodiversity with human health: (i) reducing harm (e.g. provision of medicines, decreasing exposure to air and noise pollution); (ii) restoring capacities (e.g. attention restoration, stress reduction); (iii) building capacities (e.g. promoting physical activity, transcendent experiences); and (iv) causing harm (e.g. dangerous wildlife, zoonotic diseases, allergens). We discuss how to test components of the biodiversity-health framework with available analytical approaches and existing datasets. In a world with accelerating declines in biodiversity, profound land-use change, and an increase in non-communicable and zoonotic diseases globally, greater understanding of these pathways can reinforce biodiversity conservation as a strategy for the promotion of health for both people and nature. We conclude by identifying research avenues and recommendations for policy and practice to foster biodiversity-focused public health actions
