Environment, intention and intergenerational music making: Facilitating participatory music making in diverse contexts of community music
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 Current conversations and debates amongst community music and music educational practitioners have engendered the need to identify and describe qualities and leadership strategies that could be expected essential for those in teaching, facilitating and/or working in diverse settings, including carceral environments. Common areas are first explored: where are we working (context)?, with whom are we working (people/community)? and given an understanding of the first two questions, how do we do it (strategies)? These framing questions assist in locating common characteristics of making music in various settings, but also point to the distinctive features of each of the three contexts. By establishing conditions for authentic experience, safety in exploring and risk-taking as well as defining key strategies for successful engagement, instructional approaches are identified and applied. Pedagogical practices that include instructional strategies such as guided discovery, collaborative learning and narrative dialogue are identified. Facilitation processes such as, for example, demonstrating/modelling, coaching, Socratic direction and facilitating/enabling are models of musical intervention that create space for acquiring and using lifelong skills in participatory contexts. Whether in schools, communities or prisons, the positive experience of music making thrives where the flexibility of the teacher/facilitator, the reflexivity of the innovator, the foundational knowledge that research and practice provide and the ultimate enhancement of the community are fully in place.
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 | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 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