Researching Traditional Music Cultures: Youth as Ethnographers
Notice bibliographique
Résumé
It is important to locate multi- and intercultural music education practices in the larger structures of society and within the local culture (Dodd, 2001; Ross, 1994-95). Curricular innovations need to present music as culture, as a form of human activity that requires active doing, a doer, something done, and a context (Elliott, 1989). Therefore, the current study proposes that students examine music cultures as situated, learned and taught, often by culture bearers, within a particular culture, reflecting the essential beliefs and values of that culture (Klinger, 1996). Also, the current study proposes to extend the research on youth identity formation to include the results of students studying the music of their own cultural heritage (Frith, 1987; Tarrant, North, & Hargreaves, 2002). This program of research proposes to investigate students’ understanding of their own musical heritage in the context of the local community surrounding the school and in collaboration with culture bearers (Klinger, 1996). This study offers a unique opportunity to understand how students construct their knowledge about their own music culture. In addition, the pedagogical strategies proposed are unique to music education classrooms. Students will act as researchers, using the tools of inquiry of ethnography (observation and interviews) in order to represent (in writing in a communal database, Knowledge Forum) their understanding of a local music culture by identifying concepts, beliefs and values embedded in cultural practices. The proposed research program will also investigate the link between cultural/ethnic identity and learning about one’s own musical heritage. Few studies have examined adolescents’ processes as they study musical practices embedded in social contexts (Peters, 2007). Purposeful sampling procedures have been used to identify two cases of special interest that have the potential to provide insight into the phenomenon that will be studied and to extend knowledge resulting from my thesis (Peters, 2007) to different geographic areas and different populations (Chisasibi, Cree Nation; Quebec City, French Canadian). Multiple case studies with different populations can provide rich information to inform best practices in multi- and intercultural music education linked to particular cultural contexts. This research paper will present preliminary data from one case study conducted in a secondary school in Quebec City during the 2010-2011 school year. The data will focus on how students construct and represent their understanding of their own music culture. A content analysis of the database entries allows the researcher to collect data on various aspects of the messages encoded in the communication product. Specifically, messages relating to how the students represent their own music culture and the concepts, beliefs and values that they perceive to be embedded in musical/cultural practices. Content analysis results in simple classifications or tabulations of specific information. Therefore, this presentation will focus on music’s role in shaping community and identity in connection with traditional music.
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 | 0,013 | 0,009 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,005 | 0,003 |
| Études des sciences et des technologies | 0,006 | 0,006 |
| Communication savante | 0,007 | 0,006 |
| Science ouverte | 0,002 | 0,006 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 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 ».