Creativity in Partnership Practices

Colley, Bernadette; Eidsaa, Randi Margrethe; Kenny, Ailbhe; Leung, Bo Wah

doi:10.1093/oxfordhb/9780199928019.013.0027

Cited by 8 publications

(5 citation statements)

References 5 publications

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“…As with any collaboration, communication in the planning stages was critical. While working enthusiastically and professionally across the three sites proved a worthy initiative for all concerned, it did take time to set up (Colley, Eidsaa, Kenny, & Leung, 2012; Holdhus & Espeland, 2013; Kezar, 2005). As authors, the study supported our professional learning (Bates et al, 2011; Trust et al, 2016; Watson, 2014).…”

Section: Discussionmentioning

confidence: 99%

“We learnt lots in a short time”: Cultural exchange across three universities through songs from different lands

Joseph

Nethsinghe

Cabedo–Mas

2019

International Journal of Music Education

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Establishing strong connections between universities within initial teacher education (ITE) programs not only takes time, but it also presents opportunities and challenges. Tertiary music educators are called to prepare ITE students/pre-service teachers to be culturally responsive. This article forms part of our wider study “See, Listen and Share: Exploring Intercultural Music Education in a Transnational Experience Across Three Universities (Royal Melbourne Institute of Technology University, Australia; Deakin University, Australia; and Universitat Jaume I of Castelló, Spain). For this article, we draw on student web survey data, anecdotal feedback, and our reflections. We employ Interpretative Phenomenological Analysis as a tool to thematically group our surveys into three broad overarching themes to inform our findings and discussions. We argue that music education is an effective vehicle for exploring culture and diversity through song. Our findings show that our ITE students built positive attitudes about using songs in their generalist primary and early childhood classrooms. They also recognized the importance of collaborative sharing using face-to-face and Skype. This project proved a worthy experience for all concerned, it formed a rich part of our professional learning. We encourage others to consider the approach as one way to promote multicultural music and cultural diversity within ITE programs and across other educational settings.

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Section: Discussionmentioning

confidence: 99%

“We learnt lots in a short time”: Cultural exchange across three universities through songs from different lands

Joseph

Nethsinghe

Cabedo–Mas

2019

International Journal of Music Education

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“…Within the field of music education, there has been a growing concern and change in what Folkestad (2006, p. 136) views as “a general shift in focus – from teaching to learning, and consequently from teacher to learner.” Due to this shift, examining where music learning occurs and how it occurs has meant an increased focus on “local” music or “community music” research (Bennett, 2000; Colley, Eidsaa, Kenny, & Leung, 2012; Cottrell, 2004; Downing, Lord, Jones, Martin, & Springate, 2007; Duffy, 2000; Finnegan, 2007; Higgins, 2012; Kenny, 2009, 2011, 2012; O’Neill, Sloboda, Boulton, & Ryan, 2001; Pitts, 2005; Shuker, 2008; Slobin, 1993; Veblen, Elliott, Messenger & Silverman, 2013). In examining musical learning within a CoMP this case study is built on the premise that learning is “situated” (Koopman, 2007; Lave & Wenger, 1991).…”

Section: Theoretical Framework Definitions and Perspectivesmentioning

confidence: 99%

Practice through partnership: Examining the theoretical framework and development of a “community of musical practice”

Kenny

2014

International Journal of Music Education

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This article examines the development of a “community of musical practice” (CoMP) which emerged within a research case study in Limerick, Ireland. The case study was a music education partnership between a third level institution, a resource agency and a primary school. Using a “community of practice” (CoP) theoretical framework to underpin the study and data analysis, the research seeks to “unpack,” problematize and interpret the development of a community of musical practice, as well as the complexities that surround issues such as membership and role within partnership initiatives. The study provides a means of exploring musical practices within a socio-cultural process where learning is “situated” and “shared,” in this case within a community of musical practice. The inter-relatedness of musical and social interaction as well as favorable models of meaningful musical and “community” experience are highlighted.

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“…Over the years, studies on assessing pupils' compositions have discussed various aspects of assessment. It is acknowledged that assessing pupil composition is a particular topic of composition assessment, since it requires addressing pupils' experiences and the educational context: with what creative tools and means are the students familiar; what creative tasks had they been assigned; what music creativity criteria were applied in specific instances (Murphy, 1999;Stauffer, 2002;Wiggins, 2003;Colley et al, 2012;Cross, Laurence, Rabinowitch, 2012;Lapidaki, de Groot, Stagkos, 2012;Leong et al, 2012;Saether, Mbye, Shayesteh, 2012;Menard, 2015).…”

Section: Išvados Ir Diskusijamentioning

confidence: 99%

MOKINIŲ MUZIKINĖS KOMPOZICIJOS VERTINIMAS KONKURSŲ VERTINIMO KOMISIJOS NARIŲ PATIRTIes aspektu

Girdzijauskienė

Jankuvienė

2021

Tiltai

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Klaipėdos universitetas, Lietuvos muzikos ir teatro akademija Anotacija Straipsnyje analizuojami mokinių muzikinių kompozicijų vertinimo kriterijai ir procedūros. Pateikiama kriterinio kūrybos darbų vertinimo apžvalga, aptariamos muzikinės kūrybos produkto vertinimo metodikos ir jų taikymo sąlygos. Keliamas klausimas, ar muzikinės kompozicijos vertinimo kriterijai taikomi realiomis sąlygomis, t. y. konkursuose vertinant mokinių kompozicijas? Siekiant atsakyti į šį klausimą, atliktas tyrimas, kuriuo siekta atskleisti vertinimo komisijos narių patirtį vertinant mokinių muzikines kompozicijas. Tikslui įgyvendinti atliktas giluminis interviu su 5 kompozitoriais, vertinusiais mokinių muzikines kompozicijas nacionaliniuose ir tarptautiniuose konkursuose. Pristatant tyrimo rezultatus dėmesys sutelkiamas ties muzikinių kompozicijų vertinimo kriterijais, vertinimui įtaką darančiais veiksniais ir vertinimo procesu. PAGRINDINIAI ŽODŽIAI: kūrybos produktas, muzikinė kompozicija, vertinimas.

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Creativity in Partnership Practices

Cited by 8 publications

References 5 publications

“We learnt lots in a short time”: Cultural exchange across three universities through songs from different lands

“We learnt lots in a short time”: Cultural exchange across three universities through songs from different lands

Practice through partnership: Examining the theoretical framework and development of a “community of musical practice”

MOKINIŲ MUZIKINĖS KOMPOZICIJOS VERTINIMAS KONKURSŲ VERTINIMO KOMISIJOS NARIŲ PATIRTIes aspektu

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