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

Kenny, Ailbhe

doi:10.1177/0255761413515802

Cited by 25 publications

(35 citation statements)

References 27 publications

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“…This process also facilitated communal reflection each week where students could discuss together 'what worked' the previous week, what did not, challenges and next steps. This crucial process of marrying activity with reflection resonated with previous research at the same institution (Kenny, 2014a(Kenny, , 2014b(Kenny, , 2017Ní Chróinín et al, 2013). In this study, the students built skills, knowledge and understandings incrementally while at the same time gaining experience in 'real-life' classroom situations, as reflected here:…”

Section: Discussion O F Fi N D I N G Ssupporting

confidence: 80%

Section: U N I V E R S I T Y -C O M M U N I T Y Pa R T N E R S H I P Smentioning

confidence: 99%

“…Partnership projects with a specific music education remit are following such trends and thus there is an ever-expanding body of research in this area (Addo, 2003; Barnes, 2002; Bartleet, 2012; Bartleet et al, 2014; Bartolome, 2013; Brophy, 2011; Burton, 2011; Burton & Greher, 2007, 2011; Colley et al, 2012; Conway & Hodgman, 2008; Emmanuel, 2005; Kenny, 2014a; Kenny, 2016; Nichols & Sullivan, 2016; Power & Bennett, 2015; Reynolds, 2004). Burton and Greher claim (2011, p. 105): Preparing new music teachers to face the increased challenges awaiting them as they enter the field requires a rethinking of traditional curricular practice rooted in learning about teaching toward practice that favors a concentrated emphasis on multiple, context-specific, field-based experiences throughout the course of their studies.…”

Section: Introductionmentioning

confidence: 99%

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Exploring Student Learning and Leadership through a University-Community Choral Initiative

Kenny¹

2018

Brit. J. Music. Ed.

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Within a rapidly changing higher education landscape, there is an increased need for universities to look beyond their ‘ivory towers’ and into their surrounding communities in preparing students for the ‘real world’. Findings from an Irish case study explore a children's choral university-community initiative within an urban area of socio-economic disadvantage. The choral initiative involved 14 student volunteers and 150 children. Qualitative research, carried out over two years, involved student focus group interviews and reflective surveys. The research illuminates the multifaceted nature of the learning experience for students and examines to what extent such an initiative can build choral leadership capacity to work in school and community settings.

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Section: Discussion O F Fi N D I N G Ssupporting

confidence: 80%

Section: U N I V E R S I T Y -C O M M U N I T Y Pa R T N E R S H I P Smentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Exploring Student Learning and Leadership through a University-Community Choral Initiative

Kenny¹

2018

Brit. J. Music. Ed.

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“…However, the publication of Collaborative Learning in Higher Music Education (2013) edited by Gaunt and Westerlund demonstrates that momentum in this area is gaining pace, with numerous recent studies in HME exploring sociocultural learning approaches (e.g. Ilomaki, 2013;Kenny, 2014;Rikandi, 2013;Latukefu & Verenikina, 2013;Hanken, 2016). A number of these studies investigate the masterclass environment, or instrumentally homogenous student groups such as singers and pianists.…”

Section: Introductionmentioning

confidence: 99%

The value of collaborative learning for music practice in higher education

Forbes

2020

Brit. J. Music. Ed.

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This article presents evidence of the value of collaborative learning for students working in small heterogeneous groups within first year music practice courses in an Australian university popular music program. Wenger, Trayner, and de Laat’s framework for promoting and assessing value creation in communities and networks was used to gather and analyse data from students throughout one academic year. Collaborative learning created value for students through peer-to-peer learning which cultivated new skills and improved performance, causing students to reframe their criteria for musical and personal success. The value of collaborative learning promotes its use both within and beyond popular music degree programs.

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“…Until the middle of the 1990s (Westerlund, 2002), social interaction and its role in the quality of learning and teaching was considered a non-musical factor. Moreover, within the field of music education, there has been a growing shift in emphasis from teaching to learning (Kenny, 2014).…”

mentioning

confidence: 99%

The Community of Inquiry as a Framework in Student Teachers’ Music Education

Enbuska¹,

Tuisku²,

Hietanen³

2018

EJSBS

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Music education today seeks to respond to the changing demands of 21st century learners (Portowitz et al. (2014). Today's music educators face a great challenge how best to take advantage of the digital music technology in music education, involving students with different musical backgrounds, with the different readiness of music technology and how digital music technology can be used in different learning environments. Blended learning provides solutions on how to create e-learning environments and how to make them useful for students as well as teachers. The teaching in this project, is based on the idea of community of inquiry (CoI) introduced by Garrison (2017) and the research at hand asks what kind of possibilities will the community of inquiry framework offer in student teachers' music education in the blended learning environment. The data consist of 19 students' written communications with the teacher. The analysis started as data-based, by searching to find out what the data tells us, then continued as theory-guided content analysis. Referring to Dana and Dumez (2015) and using both inductive and, to some extent, deductive approaches, this study's research strategy followed the logic of content analysis. The analysis is completed as theory-guided content analysis (Krippendorff, 2004). The methodological approach is mainly qualitative and constructive, which allows for an open-ended view of the data and even unexpected results (Kasanen et al., 1993). This research reveals that in studying music in the blended learning environment from the perspective of community of inquiry, there are students who are knowledgeable, students who have sight-reading problems, students who notice the progress of one's playing skills, students who do not give up and students who have ability to face challenges.

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

Cited by 25 publications

References 27 publications

Exploring Student Learning and Leadership through a University-Community Choral Initiative

Exploring Student Learning and Leadership through a University-Community Choral Initiative

The value of collaborative learning for music practice in higher education

The Community of Inquiry as a Framework in Student Teachers’ Music Education

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