Fine Arts and Music Collected Works - Research Publications
Now showing items 1-12 of 23
The PERMA well-being model and music facilitation practice: Preliminary documentation for well-being through music provision in Australian schools
(SAGE PUBLICATIONS LTD, 2017-06-01)
The aim of this study was to consider how we can invest in music-making to promote well- being in school contexts. Web-based data collection was conducted where researchers identified 17 case studies that describe successful music programs in schools in Australia. The researchers aligned content from these case studies into the five categories of the PERMA well-being model: Positive emotions, Engagement, Relationships, Meaning, and Accomplishment in order to understand how each well-being element was realised through the music programs. The results indicate that the element of the PERMA well-being model that relates to relationships was described most often. Collaboration and partnership between students, teachers, and staff in schools, and local people in the community such as parents, local entrepreneurs, and musicians were repeatedly identified as a highly significant contributing factor in the success of the music program. The school leaders’ roles in providing opportunities for students to experience musical participation and related activities (engagement) and valuing these experiences (meaning) were also crucial in the facilitation of the music programs. The findings of this study indicate that tailored music and relationship-centred music programs in schools not only increase skills and abilities of the students, but also improve the psychosocial well-being of the students and the community.
Effective Educational Strategies to Promote Life-Long Musical Investment: Perceptions of Educators
(FRONTIERS MEDIA SA, 2018-10-25)
While research has broadly considered the wide-ranging intellectual, social, personal, and physical benefits of active musical participation across the lifespan, there is little research that explores how music educators work to promote participant investment inside school and beyond. The present research, therefore, aimed to investigate the practices employed by leading music educators within a range of cultural and pedagogical contexts that facilitate investment toward life-long engagement in music. Interviews with North American, European, and Australian music educators with both practitioner and research expertise from within school as well as higher education institutions were undertaken to gather reflections on participants’ own practices and beliefs. Content analysis of the interview transcripts revealed deep knowledge and skills relating to teaching music, education philosophy and pedagogy, and strong recognition of the support of peers, supervisors, institution/school, and local community. It was clear that interviewees were deeply influenced by local, national, and cultural trends. Further, the advice they offered for new/beginning music educators was to think beyond the structure of their own music education and to explore culturally diverse educational experiences for students. Educational approaches that fostered co-production were favored, thus guiding students in their pursuits in learner-directed environments. While the beliefs and practices described are not “new” – echoing well-established educational philosophies – all interviewees argue for a shift from the prevailing pedagogical practice based on expertise training to the promotion cultural connectedness and sharing in and through musical experience. These findings are discussed in terms of Self-Determination Theory, to provide a framework for how music educators can facilitate long-term musical investment through the development of autonomous engagement to generate personal meaning and value in music, which can translate to deeper, longer musical investment. Exploring these pedagogical practices and beliefs in terms of Self-Determination Theory is a significant addition to the literature, enabling the consideration of the type of motivation required to stimulate and develop long-term interest in music.
Efficacy of Parkinsong Groups for improving Communication and Wellbeing in Parkinson's Disease
(World Federation of Music Therapy, 2017)
Communication impairment is one of the most common symptoms of Parkinson’s disease, significantly impacting quality of life (Miller, 2012). Speech characteristics may include a soft, monotone, breathy or hoarse voice quality, imprecise articulation, dysprosody and dysfluency (Skodda et al., 2013). These characteristics, combined with reduced nonverbal communication, cognitive-linguistic impairment and poor self-perception of speech, make communication difficult and lead to self-consciousness, reduced likelihood to participate in conversation, and the avoidance of social interaction that requires speaking. Communication difficulties can compound issues of depression and related social isolation (Miller et al., 2006).
Children, 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.
From Dropping Out to Dropping In: Exploring Why Individuals Cease Participation in Musical Activities and the Support Needed to Reengage Them
(American Psychological Association, 2019-06-24)
Continued participation in music has been associated with well-being outcomes, yet many either fail to begin or cease musical participation after limited exposure. The current research examined why individuals cease participating, focusing on identifying barriers to participation and the support needed to reengage in musical activities. A sample of 190 Australian residents (Mage = 26.87; 75.80% female) who had ceased previous musical participation completed an online questionnaire in which they rated the degree to which 15 items reflected their reasons for ceasing musical participation and answered an open-ended question regarding their requirements for reengagement. An exploratory factor analysis of the quantitative responses identified 4 components relating to cessation: "access and opportunity," "activity experience," "obligations," and "difficulty with practicing." A grounded theory analysis concerning the support required for reengagement indicated 4 key themes: "personal investment," "requirements of the musical activity," "personal qualities," and "no interest in reengagement." Collectively, these results provide an in-depth understanding of factors external to music itself as influences on continued musical participation. With implications for facilitators and educators, these results suggest a need for collaboration and interaction between music facilitators and participants.
Older people's motivations for participating in community singing in Australia
(INTELLECT LTD, 2016-07-01)
The aim of this project was to investigate the motivations of older people who regularly attend community singing groups in Australia. Four focus group interviews were conducted with 64 participants belonging to three community singing groups. Participants explained their motivation to attend and sing with others in the groups. A total of eight motivating factors were identified via an inductive thematic analysis, including (1) the importance of singing in my life; (2) enormous pleasure of singing with little pressure; (3) challenge and achievement; (4) spiritual and uplifting emotions; (5) strength in overcoming my age, disease and hardship; (6) good leadership; (7) fellowship with others; and (8) purpose and meaning of group singing. The themes were discussed from various perspectives including positive psychology and the PERMA well-being model. The findings suggest that the older participants seem to experience different motivation factors while at different stages of their engagement in the groups.
Dance 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.
Safeguarding the critically endangered cultural heritage of the Fataluku people: an e-inventory of intangible cultural elements
(Institute of Literature and Tradition, 2017)
The protection and celebration of cultural practices are vital for all people, but particularly those whose ways of life have been damaged by colonization, as has occurred in Timor‐Leste for five centuries. This article introduces an e‐inventory of forms of cultural expression of the Fataluku people of eastern Timor‐Leste which are considered by their protagonists to be critically endangered. These 30 elements from across UNESCO's five domains of cultural expression are documented and available online in video, photo and text. Statistics offered by YouTube indicate pleasingly large numbers of people accessing this material, from within and outside Timor. The potential of new technology to contribute to transmission and distribution of cultural information is evident.
The 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.
Creative Arts Interventions to Address Depression in Older Adults: A Systematic Review of Outcomes, Processes, and Mechanisms
(FRONTIERS MEDIA SA, 2019-01-08)
Depression experienced by older adults is proving an increasing global health burden, with rates generally 7% and as high as 27% in the USA. This is likely to significantly increase in coming years as the number and proportion of older adults in the population rises all around the world. Therefore, it is imperative that the effectiveness of approaches to the prevention and treatment of depression are understood. Creative arts interventions, including art, dance movement, drama, and music modalities, are utilized internationally to target depression and depressive symptoms in older adults. This includes interventions led by trained arts therapists as well as other health and arts professionals. However, to date there has not been a systematic review that reports effects and examines the processes (why) and mechanisms (how) of creative arts interventions are used to address depression in this older age group. This systematic review of studies on creative arts interventions for older adults experiencing depression examined: outcomes of four creative arts modalities (art, dance movement, drama, and music); with particular attention paid to processes documented as contributing to change in each modality; and mechanisms considered to result from these processes. Our analysis of 75 articles (17 art, 13 dance, 4 drama, and 41 music) indicates mostly significant quantitative or positive qualitative findings, particularly for interventions led by creative arts therapists. Mechanisms of change gleaned from the studies that were common across modalities include physical (e.g., increased muscle strength; neurochemical effects, such as endorphin release), intra-personal (e.g., enhanced self-concept, strengthened agency and mastery; processing and communication of emotions), cultural (e.g., creative expression, aesthetic pleasure), cognitive (e.g., stimulation of memory), and social (e.g., increased social skills and connection), that were all considered to contribute to reduced depression and symptoms. Recommendations for future research includes stronger focus on testing of processes and mechanisms.