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making a choice and then making another choice
Get PDFmaking a choice and then making another choice (2021) involves players repeatedly writing down the value of a sonic parameter, such as pitch, rhythmic impulses, or words, and then sounding those parameters. Each decision is made individually, sequentially, and not prepared in advance, with players’ choices contingent on their own preferences and the influence of other players choices
Exploring teacher recruitment and retention: contextual challenges from international perspectives [book review]
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Formative decision-making in response to primary science classroom assessment: what to do next?
Get PDFClassroom assessment is purposeful when the information is utilised by teachers to support learning. Such formative assessment practices can be difficult to enact in a primary science classroom, with the whole class often involved in practical activities and with limited lesson time. This preliminary study seeks to explore formative decision-making and the subsequent actions taken by teachers in the classroom. Primary teachers who used a Teacher Assessment in Primary Science (TAPS) Focused Assessment activity were asked to describe what action they took as a result of the classroom interactions stimulated by the activity. 142 teachers in 9 regions of England completed a paper questionnaire at a training day. The qualitative data pertinent to the study was extracted and thematic content analysis carried out to determine the kinds of actions and changes to practice that were described. It was found that the “next step” described by teachers varied in timing; some made changes within the lesson, others provided follow up activities or made longer-term adaptation to teaching practices. Being responsive to the assessment information provided by the children took many forms, for example, supporting pupils to reflect on investigations during the lesson, discussing vocabulary or concepts, providing time for further exploration, or explicit modeling of science skills. Formative decisions were taken at a whole class level, rather than making individual adaptations. It is argued that enabling teachers to be more explicit about their tacit decision-making could support them to make more formative use of assessment information to support pupil learning
Lichen (for solo electric lap-steel guitar) (2016) [REF2021 collection]
No full textLichen (2016) was commissioned by ELISION Ensemble (Australia) with funds generously supplied by the RMIT Gallery, Melbourne. The piece was premiered at RMIT Storey Hall, Melbourne Australia on 21st September 2016 by Daryl Buckley (solo electric lap-steel guitar). The research content of the work explores philosopher Karen Barad's notion of 'intra-action' - [t]hat is, in contrast to the usual ‘interaction,’ which assumes that there are separate individual agencies that precede their interaction, the notion of intra-action recognizes that distinct agencies do not precede, but rather emerge through, their intra-action.’ (Barad 2007: 33) - as a compositional space of operation.
This Collection comprises a single-component output with contextualising information, providing evidence of the output in the form of a musical score and video recording of performance. Contextualising information includes a 300-word statement, research timeline, and research questions, and text of a conference presentation presented at MuSA 2016 Seventh International Symposium on Music and Sonic Art: Practices and Theories
know that your actions reflect within the group (2017) [REF2021 collection]
No full textknow that your actions reflect within the group explores multitasking, cognitive load and group decision making. The players give and respond to three types of cues: spoken words and paired audio samples, auxiliary instruments, and drones. These different cue layers run in parallel, causing players to switch between different modes of cue-giving and response. The density, speed and patterning of these cues causes different amounts of cognitive load on the players, altering their response times and with it the texture of the resulting music. The cue system also creates a lingua franca between the players, giving them a shared means to direct each other’s behaviour. Players may try to exert control over the group, work together, team up to make the task more taxing for individuals, and adopt many other common behaviours that are familiar within working groups. The piece embodies the values of consensus, collectivism, and equality, while facilitating approaches that allow for disruption, control, vindictiveness and individualism.
This Collection comprises a single-component output with contextualising information, evidencing the output in the form of a music score and video recording of a performance.
Contextualising materials include a 300-word statement, research timeline, research questions, and documentation of two conference presentations entitled 'Rules and Goals in Game Compositions' and 'What’s the point? Balancing purpose and play in rule-based compositions'
Bodies out of place: affective encounters with whiteness
No full textThis essay foregrounds the role of affect in felt experiences of whiteness by illustrating two accounts, one that took place on 25th May 2020 between Amy Cooper and Christian Cooper in Central Park, and an encounter from the authors previous study on Black educators’ experiences of working in white spaces. In doing so, this essay is an affective attunement to the ways that felt intensities inform our experience of power relations and ultimately constrain the capacities of bodies to act
Online postgraduate teaching: re-discovering human agency
No full textIn this chapter, we challenge the current focus on the income generating potential of online postgraduate programmes, arguing that more attention should be given to the value of the education that occurs. High quality programmes in which learning communities develop require the input of creative and innovative educators. The input and agency of these individuals is largely obscured by the wording in institutional policy and promotional materials. We offer a critique of some recent academic strategies before discussing the changing role of academic labour amongst those contributing to online postgraduate programmes. Teaching online requires a diverse skillset and the adaptability to straddle traditional academic roles and more commercial aptitudes. This is a high-pressured environment where online programmes operate in an increasingly global market, and even high-quality programmes are in a constant state of innovation and evolution. We call for a clearer articulation of the positionality of educators in policy documents. Through greater acknowledgment of the agency of educators and students, we increase their visibility and foreground postgraduate education as a means of developing new knowledge and insights, and eroding traditional boundaries between academic and professional spheres
As seen
Get PDFWhat happens to objects when we experience them with the digital realm? ‘As seen’ is a collaborative work by Jenny Dunseath & Kate Squires exploring encounters between subject and object within the mediated ‘real'. The digital outcome disrupts these encounters, highlighting and disturbing material qualities of objects in perception. Asking what happens to objects when we experience them with the digital realm? Concerned with issues of surface, tactility, material and representation. Dunseath and Squires share practice-based research in the domain of sculpture with research outputs spanning social and education platforms. The Covid crisis and move to communication and critical reflection online led them to explore the changes that affected the perception of objects