"I feel therefore I am" : selected British and Canadian senior high school students’ conceptions of music and music education
Notice bibliographique
Résumé
The research reported in this text addresses the need to know how high school students interact with and construct meaning from their experiences with music. Taking its cue from the academic discourse and research that has proposed that the meaning of texts arises through reading and is mediated by a myriad of contextual influences, this research explores the individual and educational confluences of musical belief in the worlds of senior high school students in England and British Columbia, Canada. Guided by ethnographic research techniques, the findings of this multi-site case study are largely informed by interviews with 68 senior high school students; 35 in England and 33 in British Columbia, Canada. Attention to the role music plays in the lives of students in this study has brought to light a multiplicity of interpretations: those that are bounded by the features of adolescence and those that are sensitive to pervasive educational and cultural norms. Music's perceived power to arrest the senses, to communicate a depth of emotion and to transfigure reality appears to characterize these respondents' responses to music, triggering a narrative impulse that acts to synthesize the musical experience and integrate it within their lives. In combination with these adolescents' romantic sensibility, music takes on an allegorical function for them, symbolizing their desires for liberty, honesty, mystery and hope. The extent to which students' allegorical constructions of music's meaning are permitted to dominate their conceptions of it depends largely on the educational and cultural context in which they develop. Students' passionate attachment to music as a prompt for narrativizing and as a vehicle for self-realization is reinforced by the romantic values of popular culture in both countries, and for the Canadian students, the human-centric focus of music education practices in British Columbia. More entrenched artistic traditions in Europe and an educational system that promotes specialization in a field before high school graduation appear to diffuse students' romantic attachments to music. In addition to investing music with a narrative significance, many British students also come to see music as a significant art form and cultural resource. This study's bi-cultural comparison of adolescent interpretations of music may provoke music educators and scholars to consider how literal (music-centric) and rhetorical (humancentric) conceptions of music education could be broadened in order that learners' conceptions of music, and ultimately, of themselves, might be simultaneously engaged and challenged.
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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 | 0,003 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,004 | 0,006 |
| Études des sciences et des technologies | 0,024 | 0,010 |
| Communication savante | 0,011 | 0,002 |
| Science ouverte | 0,002 | 0,004 |
| Intégrité de la recherche | 0,002 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,000 |
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 ».