A haiku suite: the importance of music making in the lives of secondary school students

Prendergast, Monica; Gouzouasis, Peter; Leggo, Carl; Irwin, Rita L.

doi:10.1080/14613800903144262

Cited by 16 publications

(11 citation statements)

References 49 publications

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“…We may also generalise that concert band is important to adolescents from many walks of life and this is an exciting aspect of our findings. As we have said in the past and need to be reminded at every opportunity, music matters to young people in profound and existential ways (Prendergast et al 2009), and concert band is an important part of what matters to youth. Notes 1.…”

Section: Suggestions For Further Researchmentioning

confidence: 94%

“…Band teachers are not necessarily mono-dimensional pedagogues, and in British Columbia many are involved in teaching and leading Á informally and formally Á rock bands, traditional band and choral ensembles, vocal jazz ensembles, jazz band, R&B bands (Prendergast et al 2009), world music classes, drumming classes, guitar classes, computer music composition classes, jam sessions (Southworth 2008) and recording engineering classes. Moreover, many teachers are actively involved in music making in a variety of amateur and professional contexts, which provides them with broader, practical understandings of music making.…”

Section: Suggestions For Further Researchmentioning

confidence: 99%

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Secondary student perspectives on musical and educational outcomes from participation in band festivals

Gouzouasis

Henderson

2012

Music Education Research

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While it seems many music educators share an enthusiasm for music festivals, others do not. Discrepancies seem to be rooted in the perceived educational outcomes in terms of musical knowledge gained, motivation, competition, psychological impact and social considerations. Advocates believe competitive festivals provide a 'superlative' motivational factor and elevate performance quality beyond what could otherwise be achieved. Students and directors are motivated by ratings, by the outstanding performances of their peers and by the constructive criticism of expert adjudicators. As a result, students practice more, they work together with elevated enthusiasm and they are more likely to work on minute music details. Whereas most of the existing literature focuses on teacher perspectives, we examine the issues solely from a student perspective. We administered a survey composed of 55 five point, Likert scale items to 528 students of diverse multicultural backgrounds to examine the educational and musical benefits, and detriments, that evolve from participation in a band festival and events leading up to the festival as well as social benefits, or detriments, associated with band festival participation. Adding credence to existing research, there is very strong student support in favour of band festivals. We learned that student attitudes on how they perform are likely dependent on their personal beliefs, as well as feedback they receive from their directors, adjudicators and other members of the audience (i.e. students, parents). In accordance with previous research, students enjoy receiving adjudicator comments. Students value band for more than festival participation and recognise the rich, diverse learning experiences that festivals offer. Moreover, students consider band festivals as a positive educational experience, and overall, the social nature of band festivals has a positive impact on adolescents. Festivals are exceptionally motivating to students, as they appreciate the competitive aspects of music festivals in terms of competition as being a motivational factor when practicing and performing. Participation in music festivals has a positive emotional impact on students, in that they develop a sense of pride and accomplishment after a good performance.

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Section: Suggestions For Further Researchmentioning

confidence: 94%

Section: Suggestions For Further Researchmentioning

confidence: 99%

Secondary student perspectives on musical and educational outcomes from participation in band festivals

Gouzouasis

Henderson

2012

Music Education Research

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“…With this vox theoria inquiry, I especially follow in Leggo's (2005) example, and am inspired by his use of poetic inquiry as a means to ruminate on "the poetic possibilities for conceiving and fostering the wellbeing of teacher [candidates]" (p. 440). Within the field of education, many researchers use poetic inquiry to explore dynamics of learning (see, for example, Cahnmann-Taylor, 2009;Gorlich, 2016;Meyer, 2008;Patrick, 2016;Prendergast, Gouzouasis, Leggo, & Irwin, 2009;Wiebe & Margolin, 2012;Wiebe, Snowbar, & Walsh, 2017, just to name a few), demonstrating that particularly in education research, "we should always be looking for new rhetorics," promoting "the utility and value of poetry as a dynamic rhetoric for educational research and practice" (Leggo, 2005, p. 443). In doing such work, Leggo describes the power of "living poetically," and like his concern for Bachelor of Education students, I am similarly concerned for new doctoral students, and am curious about what seasoned academics can do for them.…”

Section: A Case For a Poetic Inquiry Into Graduate Anxietymentioning

confidence: 99%

Alleviating Anxiety Through the Abecedarian: On Supporting New Doctoral Students

Moore

2019

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This paper seeks to offer insights and gentle suggestions for higher education leaders, particularly those teaching and supervising new doctoral students. Graduate students experience stress and anxiety, making entering the academic sphere an often emotionally taxing move. In response, a great deal of research examines how university faculty might ease this transition into a particularly intimidating, rigorous space. As such, this poetic offering invites education leaders who interact with new doctoral students to consider an abecedarian written in the spirit of capturing the potential needs and wants of early scholars navigating their PhD programs at the beginning of the journey.

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“…PI also allows for an exploration through poetic social science (Bochner, 2000) and anthropological poetics; Brady (1991) called the integration of anthropology and literature "art-ful science" a liminal space where the beauty and tragedy of the world are textually empowered by the carefully chosen constructions and subjective understandings of the author (p. 270). Prendergast, Gouzouasis, Leggo & Irwin (2009) sought greater understanding of their participants' experiences in making music through the process of creating haiku, a form of Japanese poetry, from research participants' interview responses.…”

Section: Still a Strawberry? Synonymous Terms And Usesmentioning

confidence: 99%

Is There a Definition? Ruminating on Poetic Inquiry, Strawberries and the Continued Growth of the Field

Vincent

2018

Art/Research International

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Over the last ten years, Poetic Inquiry (PI) has proven itself as an emergent arts-based research methodology. It has gained greater acceptance in the larger community of qualitative research due in large part to the hundreds of published studies that employ the writing or analysis of poetry as a major focus of the research process (Finley, 2003; Prendergast, Leggo & Sameshima, 2009; Prendergast & Galvin, 2012). However, despite this greater acceptance and increase in studies found in the literature, there has not been a critical contemporary exploration of the history, theory and method of PI that could lend itself to defining what the method is, for those unfamiliar with it. This article provides a summary of PI as it exists in the literature today. This includes surveying the rhizomatic history of the method, exploring debates around who should or should not use the method and conversation around the current uses of PI in qualitative research.

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A haiku suite: the importance of music making in the lives of secondary school students

Cited by 16 publications

References 49 publications

Secondary student perspectives on musical and educational outcomes from participation in band festivals

Secondary student perspectives on musical and educational outcomes from participation in band festivals

Alleviating Anxiety Through the Abecedarian: On Supporting New Doctoral Students

Is There a Definition? Ruminating on Poetic Inquiry, Strawberries and the Continued Growth of the Field

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