Music education through innovation: The Concordia Laptop Orchestra as a model for transformational education
Notice bibliographique
Résumé
The Concordia Laptop Orchestra (CLOrk) is an ensemble of 20-25 laptop performers, which operates in the framework of a university course in Live Digital Practices—an advanced undergraduate course for electroacoustic studies (EaSt) majors at Concordia University’s Music Department in Montreal. The curriculum is built around highly participatory planning, production, and realization of innovative interdisciplinary and networked laptop orchestra performances, which take place in professional, academic, and cyber settings. In its three years, CLOrk has collaborated with a symphonic orchestra, jazz and chamber ensembles, laptop orchestras, soloists, dancers, and VJs, among others. The innovativeness of CLOrk’s performances has encompassed artistic (new forms of creation, collaborative composition), sonic (sound design, space, aural perception), technological (tools, network), and social (listening culture, encounter, interaction, collaboration, audience) facets. These innovations constantly introduced new, and often unique, practical and philosophical challenges to the creative process, but also opportunities to apply innovative educational approaches. Due to its adaptability to quickly evolving processes, action research has served as a useful transformational inquiry method for supporting and developing a better understanding of CLOrk’s creative and educational evolution. Action research involves participants as co-researchers to promote a better understanding of a social process in the group most involved in it. It is structured in cycles of observation, critical reflection, and action designed to allow improving a process while studying it— metaphorically “designing the plane while flying it” [1]. In CLOrk’s context, the “plane” being designed is its body of performance work and its educational structure, while each performance functions as a research cycle. Qualitative data are collected from recorded (pre- and post-event) discussions, email communications among all stakeholders (students, teacher, and collaborators), and anonymous questionnaires regarding efficacy and emerging problems related to all aspects of the performance’s planning and realization. The structure of each performance and the roles of every student (creative, technical, managerial) emerge democratically through this process of transformational inquiry. All data are coded, categorized, and analysed using responsive evaluation methods, considered through a process of critical reflection, and used to design further actions. While at times, this process may yield (social, artistic, technological) hierarchies related to the performances, the action research study remains open to equal impact from all participants, due to its openness to all emerging issues. This article provides context for the ongoing creative and educational research conducted with CLOrk and demonstrates this research’s process through an account of CLOrk’s telematic performance with the McMaster Cybernetic Orchestra as part of the Musicacoustica 2013 festival at the Beijing Conservatory [2].
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,008 | 0,020 |
| Communication savante | 0,014 | 0,005 |
| Science ouverte | 0,002 | 0,009 |
| Intégrité de la recherche | 0,003 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,006 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».