Fine Arts and Music Collected Works - Research Publications
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ItemWhat Nick Cave Taught Me About Aesthetic Experience(Mongrel Matter, 2022)This chapter appears in the open access book "Aesthetic Literacy: A Book for Everyone" published by Mont and available at: https://mont-publishing-house.myshopify.com/products/aesthetic-literacy-a-book-for-everyone-volume-i-pdf-edition?variant=39777530052697
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ItemMusic development and post‑conflict reconciliation in Sri Lanka(Universitetsforlaget, 2019)Can music development programs such as large-scale public festivals help to repair the sociocultural divisions wrought by war and violent conflict? If so, under what facilitating conditions? This chapter engages with these questions, presenting research into the Sri Lanka Norway Music Cooperation, a partnership between Sri Lankan development NGO Sevalanka Foundation and Concerts Norway, the Norwegian state concerts agency that was funded by the Norwegian Ministry of Foreign Affairs from 2009 to 2018.
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ItemSocial and applied psychological explorations of music, health, and wellbeing(Palgrave Macmillan, 2018)This chapter explores the specific well-being benefits that diverse forms of musical engagement can promote from the particular perspective of the social and applied psychology of music. It surveys recent social-psychological literature broadly, and the authors also draw from their own research offering case studies to highlight research evidence concerning health and well-being benefits when applying a social-psychological lens to music research. It explores the influence of newer, digital technologies for promoting self-regulation, such as mood management via playlists; points to the range of benefits across types of well-being from music participation; and considers the role of music facilitators and educators with respect to promoting well-being. Relevant influences range from micro- to meso-level determinants interacting across the levels to influence our experiences every day.
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ItemLearning to perform: From 'gifts' and 'talents' to skills and creative engagement(Oxford University Press, 2017)To perform any skilled activity to expert level requires committed and intensely motivated learning. This chapter explores how musical development, particularly as it applies to learning an instrument, depends crucially on inventive and productive opportunities that coalesce in configurations unique to each learner. It reveals how an obsession with gifts and talents on the parts of researchers, teachers, parents and musicians alike has led to confusion over the nature and acquisition of the skills required for high-level music performance. It traces key theories on family scripts and self-determination to illustrate the ways in which psychological constructs shape belief and thus motivate learning. Environmental catalysts such as practice support and opportunity for creative expression offer additional significant influences. These factors are shown to align with intrapersonal characteristics and are described as syzygies, or inventive configurations, that provide pathways to committed music learning.
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ItemThabi returns: the use of digital resources to recirculate and revitalise Thabi songs in the west Pilbara(Asia-Pacific Linguistics, College of Asia and the Pacific, The Australian National University, 2017)
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ItemChildren, knowledge, Country: child and youth-based approaches to revitalising musical traditions in the Kimberley(Hunter Press, 2017)Children and young people are often positioned as future beneficiaries of efforts to revitalise language, song and culture. While accounts of dance-song traditions in Australia often include evidence of the participation of children, or are explicitly directed at children, rarely, if ever, has the position and role of children in these initiatives been examined. This paper turns attention to the activities, attitudes and roles of children and young people in the practice and revitalisation of the Junba dance-song tradition in the northern Kimberley.
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ItemDance movement therapy and student learning and well-being in special education(Oxford University Press, 2017-08-04)Dance movement therapy (DMT) is often applied to advance the education and development of children with special needs and intellectual disabilities. However, the relationship between DMT and contemporary educational theory, particularly the recently acknowledged link between learning and wellbeing has not yet been properly explicated. This chapter addresses this issue by examining how DMT programs in special education can contribute to student wellbeing and, therefore, learning. The practice of creative educational dance, the philosophy underpinning existential phenomenology and influential ideas from education on relational learning and constructivist pedagogies are discussed with regard to the way they inform dance movement therapy for this client group. A detailed example of a dance movement therapy program in a special developmental school in Melbourne, Australia, illustrates the theoretical material.
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ItemThe dance of life with Aboriginal and Torres Strait Islander peoples(Dance Movement Therapy Association of Australasia, 2017)Dance and ritual have been essential parts of the cultural and spiritual life of Australian Indigenous peoples for more than 40,000 years, used to promote health and wellbeing and share cultural knowledge. Dance movement therapy utilises dance and movement to assist in integration of body, mind and spirit, in a professional modality that was identified only in the mid-twentieth century. Parallels between these practices observed by dance movement therapists include a holistic approach to wellness and priority on non-verbal communication achieved through shared rhythmic movement. Many of the significant challenges faced by Indigenous communities in contemporary Australia, including transgenerational trauma, have been impacted positively by dance movement therapy interventions in other countries. However, currently there is no documented evidence that the practice is being utilised in Australia. This chapter responds to that issue in offering ideas to support dance movement therapists to be culturally competent and respectful in efforts to engage with Indigenous peoples of their nation. Recommendations include the development of genuine partnerships and relationships that enable two-way learning, to develop culturally safe programs that acknowledge and respect Indigenous ways of knowing and living.
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ItemNo Preview AvailableA Different Mode of Exchange: the Mamurrng Ceremony of Western Arnhem Land(Australian National University Press, 2017)In this article, I describe the unique set of circumstances that led to me becoming the recipient and focus of a Mamurrng ceremony performed by singers and dancers from the community of Warruwi on South Goulburn Island in 2012, and draw connections between the Mamurrng I received and similar diplomacy ceremonies held for Balanda in the recent past. I suggest that Mamurrng ceremonies continue to play an important role in contemporary society in western Arnhem Land, as many Balanda now permanently live and work in communities such as Warruwi, and a variety of intercultural interactions take place on a daily basis between different Aboriginal language groups and between Aboriginal people and non-Aboriginal researchers, journalists, government representatives, tourists, and others.