Ethno World as a Site for Developing and Practising Musical Possible Selves
Bibliographic record
Abstract
This chapter focuses on the personal and professional development experiences of participants in Ethno music events and gatherings. The research questions that guided this chapter were ‘How do Ethno's professional development structures develop, and how are they reinforced?’ and ‘What are the practices that are perceived as being transformational, within the context of Ethno?’ The data analysed included Ethno documents (n=108); a survey returned by 202 Ethno participants, some having experienced different roles in Ethno over the years; and 10 online interviews with some of the survey participants. The model of musical possible selves developed by Creech, Varvarigou and Hallam (2020) served as a lens through which to investigate and understand the Ethno participants' personal and professional development experiences and trajectories. The analysis revealed that Ethno was perceived to have been transformational in multiple ways that involved both personal and professional development. This included having: a) been inspired to continue with lifelong learning in music; b) experienced a profound change in the way that they thought about music and communication; c) felt recognized and valued; d) developed a deeper self-knowledge; and e) gained life skills that could be transferable to other contexts. Personal and professional development were entwined, being shaped by rediscoveries (or discoveries) of one's personal musical roots and musical trajectories, yet also involving a process of expanding musical experience and knowledge through intercultural learning. Professional development, in particular, was often experienced as a serendipitous yet expansive process, requiring moving beyond one's comfort zone. Overall, the immersive experience of musical activities, such as jamming, song-writing, arranging, fostered deeper understandings of the skills and attitudes that are implicated in the Ethno participants' current and future musical possible selves.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.003 | 0.003 |
| Science and technology studies | 0.011 | 0.011 |
| Scholarly communication | 0.008 | 0.009 |
| Open science | 0.002 | 0.014 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.016 | 0.002 |
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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".