Sounds of Waitakere: Using Practitioner Research to Explore How Year 6 Recorder Players Compose Responses to Visual Representations of a Natural Environment

Autor/inn/en	Locke, Linda; Locke, Terry
Titel	Sounds of Waitakere: Using Practitioner Research to Explore How Year 6 Recorder Players Compose Responses to Visual Representations of a Natural Environment
Quelle	In: British Journal of Music Education, 28 (2011) 3, S.263-284 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-0517
DOI	10.1017/S0265051711000209
Schlagwörter	Music Education; Foreign Countries; Elementary School Students; Musical Instruments; Painting (Visual Arts); Art Products; Musical Composition; Cooperation; Case Studies; New Zealand + Suchen Sie Ihr Suchwort? Musikerziehung; Ausland; Musikinstrument; Malerei; Künstlerische Produktion; Komponieren; Co-operation; Kooperation; Case study; Fallstudie; Case Study; Neuseeland
Abstract	How might primary students utilise the stimulus of a painting in a collaborative composition drawing on a non-conventional sound palette of their own making? This practitioner research features 17 recorder players from a Year 6 class (10-11-year-olds) who attend a West Auckland primary school in New Zealand. These children were invited to experiment with the instrument to produce collectively an expanded "repertoire" or "palette" of sounds. In small groups, they then discussed a painting by an established New Zealand painter set in the Waitakere Ranges and attempted to formulate an interpretation in musical terms. On the basis of their interpretation, drawing on sounds from the collective palette (complemented with other sounds), they worked collaboratively to develop, refine and perform a structured composition named for their chosen painting. This case study is primarily descriptive (providing narrative accounts and rich vignettes of practice) and, secondarily, exploratory (description and analysis leading to the development of hypotheses). It has implications for a range of current educational issues, including curriculum integration and the place of composition and notation in the primary-school music programme. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10