Disrupting the maestro: Tuneful youth insights for engaged music education
Bibliographic record
Abstract
This innovative dissertation research has been designed, implemented, and disseminated through this\nwritten thesis, public performances and a website (http://saswclub.wix.com/saswclub). The research\nwas undertaken with, for, and by students in one secondary school in Atlantic Canada. The following\nresearch questions were addressed: (a) How do students articulate their perceptions and experiences\nof engagement in music-making, (b) How do these student perceptions and experiences figure into\npedagogical practices for teaching music and further engaging in musicmaking and school, and (c)\nAre student ideas being heard? Why or why not? To answer these questions, 30 student participants\ncollaborated with the researcher who is also a music teacher in situ. The research took place over 15\nmonths through sustained and varied critical ethnographic methods. Interviews, documents, reflexive\nobservations, music-making, and musical performances were collected and analyzed through a\nfugue-like process. From this process arose a Song Writer’s Club within the school. Teacher and\nstudent participants collaborated in the duties of recording, production, musical instruction,\naccompaniment, and equipment management. Student participants wrote, performed, and recorded\nsongs. They also spoke about their musicking experiences during two interviews. The ethnographic\nprocesses were shared with student participants via video, songs, journals, and images. Students\nprovided important insights about teaching and learning music, and about developing engaged\neducation more generally. They recommended a resolution of current gaps between formal and\ninformal musicmaking and teaching. They also suggested a need to collaborate across diverse\nmusical styles and to interrogate maestro-driven educational processes. The dissertation contributes\nto the field of Educational Studies by challenging adult-centred education through a new lens of\ndisrupted maestro and by inviting authentic inclusion of youth in educational research and practice.
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How this classification was reachedexpand
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".