Melbourne Conservatorium of Music - Research Publications

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    Pedagogies of difference: a framework for pedagogical adaptation and creative climates
    de Bruin, L ; Randles, C (University of Southern Florida, 2021)
    Instrumental music tuition in schools is a powerful way teachers can guide students to immerse in detailed and specific aspects of learning. Regular lessons with a music teacher are a ubiquitous school activity where students engage with expert learning, practice, reflection and discourse of learning processes. This qualitative study examines teacher experiences in instrumental music education in Victoria, Australia. Investigating teacher perspectives to pedagogy that connect, engage and nurture instrumental music learning and exploration, this study of instrumental music teachers across four diverse schools in Victoria phenomenologically analysed teacher reflections on learning events with students. Analysis of interactions, pedagogies and adaptive behaviours between teacher and student revealed a dynamic social context spanning the instructional relationship between student action and teacher direction, the subject matter and substance of what is taught, and the connection between the student and the teacher as master musician. Looking beyond music teachers as adaptors that utilise generic descriptors of critical thinking, communication, creativity, and collaboration (4C’s of creativity) this study identifies and redefines the qualities of recognition, empathy, insightfulness and responsiveness outlining a (REIR) framework to which all teachers can shape pedagogical approaches that engage and educate learners in the future. Findings outline relationship-building and connective teacher-student relationships fostering multiple creativities in music learning. The study posits a recalibration of teacher practice on building positive collaborative learning climates, a relational adaptivity that emphasises effective interpersonal strategies that enhance student learning and potentially enculturate richer teacher understanding and more sophisticated musicianship in students.
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    Empowering Caregivers of People Living with Dementia to Use Music Therapeutically at Home: Design Opportunities
    Carrasco, R ; Baker, FA ; Bukowska, AA ; Clark, IN ; Flynn, LM ; McMahon, K ; Odell-Miller, H ; Stensaeth, K ; Tamplin, J ; Sousa, TV ; Waycott, J ; Wosch, T (ACM, 2020-12-02)
    Human-computer interaction researchers have explored how to design technologies to support people with dementia (PwD) and their caregivers, but limited attention has been given to how to facilitate music therapy in dementia care. The use of music to help manage the symptoms of dementia is often guided by a music therapist who adapts the intervention to respond to the changing needs of the person living with dementia. However, as the incidence of dementia increases worldwide, individualised therapy programs are less feasible, making it valuable to consider technology-based approaches. In this paper, we analyze data from case studies of home-based music therapy training interventions with two families. The findings show that embodied interactions supported the therapist in responding to the needs of the PwD and built an empathic environment that empowered the caregivers' learning. We discuss opportunities and challenges for designing technologies that support family caregivers' therapy-informed music use in dementia care.
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    Developing Digital Literacy Skills Through Online Music Orientations
    Johnson, C ; Gonzales, P (ISME, 2021-03-23)
    The adoption of a faculty or department orientations for students can be a supportive tool for those students new to university learning, as well as students returning to university studies. Focused orientations can decrease attrition as well as help students better navigate the institution and its offerings for enrolled students. Further, orientations that help student develop technological skills have been found to support stronger overall student learning outcomes as they can focus on course work rather than learning technologies required during the semester.