Playing outside the generational square: The intergenerational impact of adult group music learning activities on the broader community
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract This article discusses the theme of intergenerational impact as it emerged during a study tour of adult learner communities in North America, carried out during March and April of 2011. Data was collected via observation, interviews and questionnaires, to provide a degree of international perspective to a broader ethnographic project investigating sociocultural development through ensemble music programmes in identifiable, marginalized, communities in Australia. The five-week tour involved observation of 31 ensembles, comprising several hundred learners and ensemble directors, spread across nine communities in Ontario, New York State, Washington State, Arizona and California. The study tour was facilitated by a New Horizons International Music Association (NHIMA) fellowship, and the participating communities were all members or affiliates of the NHIMA. Utilizing the theoretical framework of Lee Higgins’ community as an act of hospitality, the article focuses on five emergent examples of social development with effects crossing generational boundaries, with findings indicating a growing trend in mentor-based social change within communities embracing group adult music learner programmes.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.008 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it