Hearing my world: negotiating borders, porosity, and relationality through cultural production in middle school music classes
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
This article explores the ways in which a musical learning project acted as a space for critical artistic and relational engagements in two middle school (ages 11–14) music programs. Drawing from work on cultural production and border crossing pedagogies, this project invited students to create soundscape compositions that explored the question ‘how do I hear my world?,’ engage in ongoing dialogue, and critically reflect on the interconnectedness between how they saw themselves, their classmates, and the world. Data amassed from interviews, focus groups, and observations, suggest that both students and educators utilized this project to help them conceptualize social and symbolic borders as porous and crossable in the music classroom. Findings also indicate that understanding border crossing, cultural production, and composition as ongoing processes might help music educators design critical project-based learning opportunities that seek to bring young people into dialogue with others and the world.
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 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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