46 research outputs found
Seeing yourself as others see you: developing personal attributes in the rehearsal
No full textAn important part of the process that enables us to improve ourselves as musicians in group music making involves developing an awareness of our personal attributes as they are displayed in the rehearsal. In order to help students become more aware of themselves and of their band members’ personal attributes as they rehearse, a peer assessment system was established. The project was piloted and developed at Barnsley College and University of Huddersfield (Barnsley Campus) with first year undergraduates on the BA Popular Music
course across 2000–2008. Individuals agreed to allow their bands to identify particular personal attributes for each member that, they felt, could be improved and used as peer assessment criteria. In-depth interviews were conducted with 16 students over a 4-year period and the following areas emerged as a focus of these: self-knowledge, feedback, confidence, honesty. The study has implications for devising peer assessment systems that are responsive to individual learners and their unique needs. It also suggests the desirability of providing peer assessment activities that might foster trust among participants and, if so, supports the provision of exceptional feedback. Now in its ninth year, this system has been
refined into a model
Round and round we go: an ‘action’ ride on the rehearsing and performing cycle
No full textThis article discusses the use of action research cycles on a course involving groupwork rehearsing and performance. The aim was to explore various pedagogic aspects of the activities and improve tutor practice. This account of four action research spirals, taking place over a ten year period of rehearsing and performing, considers their management and operation including activities, interventions, data collection, reflection and re-planning. Conducting action research spirals of this length can raise issues about combining the roles of tutor and researcher, balancing action and reflection, and managing an extensive and varied data corpus. Employing several cycles in an action research inquiry however, allows the retracing of previous interventions, and a fine-tuning of the process. A spiral of cycles, incorporating interventions, together with informal and structured reflection, can be effective in improving practice and adding strength and depth to the inquiry. This study also offers a contribution towards filling the gap in the literature on cyclical action research studies found by Cain (2008) in his review for this journal
Popular Music Pedagogy: band rehearsals at British universities
No full textThere has been little published pedagogical research on popular music group rehearsing. This study explores the perceptions of tutors and student pop/rock bands about the rehearsals in which they were involved as a part of their university music course. The participants were 10 tutors and 16 bands from eight British tertiary institutions. Analysis of participants’ interview responses suggested their perceptions could be grouped into three over-arching categories: operational mechanics of rehearsing: rehearsing activities; and group dynamics in the rehearsal. These categories, comprising a master list of twelve themes, are used to provide a basis for establishing twelve pedagogical guidelines for tutors involved in undergraduate pop/rock band rehearsal activities. Abstracted from the research are two illustrative pedagogical models, which are offered as suggestions for practice and further debate
Assessing personal attributes in the group rehearsal
No full textThis is a study of the marks that were awarded for students’ personal attributes, used as peer assessment criteria, in their band rehearsals. Successive cohorts of first-year undergraduate students, from 2001 to 2009, were involved in the research comprising of 191 students and 84 bands. Data analysis focused on the strength of marking agreement and the variances between self- and peer-assessments. Personal attribute assessments that exhibited the greatest strength of marking agreement arose from when criteria were formulated together by bands, especially those attributes to which the group,as a whole, aspired; to a lesser extent, personal weakness criteria formulated by bands for each member. High flyers and female students underestimated themselves in their self-assessments,compared with those awarded by the band, especially when using criteria arising from their personal weaknesses; weaker students over-estimated themselves. In considering such misjudgements, this study raises questions about band members’ self-efficacy belief.
Keywords: popular music rehearsals; peer assessment; personal attributes; selfefficacy;
group wor
Malinowski et l'ignorance de la paternité
No full textBertrand Pulman : Malinowski und die Ignorierung der Vaterschaft.
Die Wissenschaftsarbeit von Bronislaw Malinowski begann mehrere Jahre vor seiner ethnographischen Untersuchung auf den Trobriand-Inseln im ersten Weltkrieg. Wir möchten hier zeigen wie wichtig sein erste Werk "The family among the Australian Aborigines. A sociological study" (1913) als Matrix für seine späteren Forschungen diente. Der Verfasser legt dort den Grundstein für seine späteren methodologischen Neuerungen und skizziert seine ersten Analysen der Verwandtschaftserscheinungen. Darüber hinaus weist Malinowski der Ignorierung der physiologischen Vaterschaft eine Hauptrolle zu, die bei bestimmten Urvolkera vorliegt. In diesem Punkt hat Malinowski niemals den geringsten Widerspruch geduldet. So sprach er anlässlich eines Streitgespräches mit einem Kolonialverwalter, Alex Rentoul, mit einer solchen Brutalität, dass man sich die Frage stellen kann, zur transferentiellen Dimension dieser Thematik.Bertrand Pulman : Malinowski and not knowing one's paternity.
The scientific works of Bronislaw Malinowski started several years before the ethnographical study he carried out on the Trobriand Isles during the first world war. Our aim is to show to what extent his first work "The family among the Australian aborigines. A sociological study" (1913) forms a mould for further research. Here the author lays down the foundations for his future methodological innovations and draws the outlines to his first analyses of parenthood phenomena. Furthermore, Malinowski from this point gives crucial importance to the lack of knowledge regarding physiological parenthood which exists in certain groups of primitive people. On this issue, Malinowski never stood the slightest contradiction. In particular, during a controversy opposing him to a colonial administrator, Alex Rentoul, he took on such a brutal tone that one could wonder about the transferential dimension of this theme.La production scientifique de Bronislaw Malinowski a débuté plusieurs années avant l'enquête ethnographique qu'il mena aux îles Trobriand durant la Première Guerre mondiale. Nous entendons montrer ici à quel point son tout premier ouvrage "The family among the Australian Aborigines. A sociological study" (1913) constitue une matrice de ses recherches ultérieures. L'auteur y pose les fondations de ses innovations méthodologiques futures et y esquisse ses premières analyses des phénomènes de parenté. Par ailleurs, Malinowski accorde d'emblée un rôle crucial à l'ignorance de la paternité physiologique qui existerait chez certains peuples primitifs. Sur ce point, Malinowski ne supporta jamais la moindre contradiction. En particulier, lors d'une controverse qui l'opposa à un administrateur colonial, Alex Rentoul, il adopta un ton dont la brutalité invite à s'interroger sur la dimension transférentielle de cette thématique.Bertrand Pulman : Malinowski y la ignorancia de la paternidad.
La producción científica de Bronislaw Malinowski se inicia varios años antes de la encuesta etnográfica que realizó en las islas Trobriand durante la primera guerra mundial. Queremos mostrar aquí a que punto su primera obra "The family among the Australian Aborigènes. A sociological study" (1913) constituye una matrice de sus investigaciones posteriores. El autor pone en ella los fundamentos de sus innovaciones metodológicas futuras y bosqueja sus primeros análisis de los fenómenos de parentesco. Рог otra parte Malinowski acuerda de entrada un papel fundamental a la ignorancia de la paternidad sicológica que existiría en el caso de ciertos pueblos primitivos. Sobre este sujeto Malinowski no soporta jamas ninguna contradicción. En particular, al momento de una controversia que le opone al administrador colonial, Alex Rentoul, adopta un tono del cual la brutalidad invita a preguntarse sobre la dimensión transferencial de esta temática.Pulman Bertrand. Malinowski et l'ignorance de la paternité. In: Revue française de sociologie, 2002, 43-4. Actualités wébériennes : perspectives d'analyses et principes de traduction. pp. 739-763
The truth about the teaching of foreign languages, showing why you failed to learn them by the prevailing methods. With an introduction to "Linguistry by the E. & S. method" ...
No full textMode of access: Internet
‘Knowing yourself through others’: peer assessment in popular music group work
No full textThis enquiry investigates the experiences and responses to peer assessment of group work involving cohorts of undergraduate popular music students over a five-year period. Working within the context of band rehearsing and performing, the enquiry focuses on how intra-peer assessment impact on students’ personal attributes and their learning.
The literature review presents an overview of peer learning, group work, peer assessment processes, and a survey of the peer assessment literature on music in Higher Education reveals a lack of research into popular music group work.
An action research design was established to study developing peer assessment activities of group work involving nineteen rehearsing and performing cycles. This allowed interventions and refinements to be made from cycle to cycle from which qualitative interview data and quantitative peer assessment data were collected.
The analysis and interpretation of this data explain the key themes that arose from the students’ experiences of peer assessment in the action research. These include the development of awareness and knowledge about their personal attributes. Confidence, feedback and a moral dimension, often involving honesty and trust, were of particular significance.
A new process model of intra-peer assessment is proposed. It offers a sequence of graduated stages of personal attribute usage, which create experiences over a period of time, that support students’ learning about themselves and about others through intra-peer assessment activities. The key activity, which also gives the model its particular distinctiveness, involves bands decide for each of their members appropriate personal attributes to be used as criteria for intra-peer assessment.
The enquiry emphasises the importance of providing experiential and interactional contexts for intra-peer assessment, as important learning opportunities arise from such settings. This study provides a social constructivist explanation for the development of students’ personal attributes and the building of trust and honesty in the rehearsing and performing cycles
Rehearsing Popular Music In A Band
No full textThere seems little reported research about rehearsing popular music and the learning opportunities that might arise from this activity. Indeed, popular music arguably, is typically learned in the broader community as a self-directed activity, including interactions with peers, rather than under the direction of a mentor or tutor. As such, a tutor, involved in facilitating undergraduate bands in popular music, can be somewhat different to other rehearsing contexts. Not only, for example, can band members learn from each other, and about themselves during their group rehearsal, but the tutor may similarly learn from engaging in this participatory experience. Students may also invite their tutors to join them as a ‘band member’ attending their rehearsals, and sharing their rehearsal life-world. Being a tutor might, in this way, be likened to an ethnographic experience.
It is in this context that my practice as a performance tutor is situated. Being a performance tutor for popular music band rehearsals involves engagement in various activities, including facilitating, mentoring, providing feedback, encouraging a positive rehearsal vibe and promoting teamwork. it is from this engagement that my research interests have developed. As such, and given the apparent lack of literature on, and pedagogical resources for, band rehearsing of popular music, I embarked on research in order to help provide a contribution towards filling that gap. From its genesis as an informal study conducted during 2001–2003, with its aim being to inform annual module evaluation, it developed into an action research project exploring personal attributes and peer assessment in band rehearsals. Continuing from 2008, the action research investigated wider aspects of the band rehearsing process and tutor interaction. The module itself has incorporated various pedagogical refinements and techniques that have arisen from the eight year study. The impact of the research on myself as a tutor, and my practice involving the life world of the band rehearsal, has been significant. It is hoped that practitioners, performance tutors, and those interested in researching their practice will find this paper helpful and consider how using an action research apporoach might have relevance to their own work
‘Knowing Yourself Through Others’: peer assessment in popular music group work
No full textThis enquiry investigates the experiences and responses to peer assessment of group work
involving cohorts of undergraduate popular music students over a five-year period. Working
within the context of band rehearsing and performing, the enquiry focuses on how intra-peer
assessment impact on students’ personal attributes and their learning.
The literature review presents an overview of peer learning, group work, peer assessment
processes, and a survey of the peer assessment literature on music in Higher Education reveals a
lack of research into popular music group work.
An action research design was established to study developing peer assessment activities of group
work involving nineteen rehearsing and performing cycles. This allowed interventions and
refinements to be made from cycle to cycle from which qualitative interview data and quantitative
peer assessment data were collected.
The analysis and interpretation of this data explain the key themes that arose from the students’
experiences of peer assessment in the action research. These include the development of
awareness and knowledge about their personal attributes. Confidence, feedback and a moral
dimension, often involving honesty and trust, were of particular significance.
A new process model of intra-peer assessment is proposed. It offers a sequence of graduated
stages of personal attribute usage, which create experiences over a period of time, that support
students’ learning about themselves and about others through intra-peer assessment activities. The
key activity, which also gives the model its particular distinctiveness, involves bands decide for
each of their members appropriate personal attributes to be used as criteria for intra-peer
assessment.
The enquiry emphasises the importance of providing experiential and interactional contexts for
intra-peer assessment, as important learning opportunities arise from such settings. This study
provides a social constructivist explanation for the development of students’ personal attributes
and the building of trust and honesty in the rehearsing and performing cycles.</p
