Show simple item record

dc.contributor.authorTomlinson, Michelle
dc.date.accessioned2019-03-22T04:34:14Z
dc.date.available2019-03-22T04:34:14Z
dc.date.issued2016
dc.identifier.issn1744-795X
dc.identifier.doi10.1177/0255761415619059
dc.identifier.urihttp://hdl.handle.net/10072/142936
dc.description.abstractThis case study employed multimodal methods and visual analysis to explore how a young multilingual student used music improvisation to form a speech rap. This student, recently arrived in Australia from Ethiopia, created piano music that was central to his music identity and that simultaneously, through dialogue with his mother, enhanced his linguistic skills. He selected and redesigned communicative modes across principal modes (learning domains). Through analysis of this student’s redesign of a speech rap during his music improvisation at the piano, it was demonstrated that he promoted cognition and higher thinking. Conclusions showed he made a shift in understanding or meaning, empowering relations with his parents through a heightened understanding of music modes as the elements of music. The study revealed that modes encompassed all the senses (visual, aural, gestural and proxemics) in music improvisation while enhancing his verbal linguistic skills. By triangulating interviews and observations with video analysis, this study established that modes are not just unchangeable tools, but a means of situated social positioning and identity formation, and therefore resources for learning. It established that prior multicultural music learning was crucial to assist students’ music improvisation to enhance communication across borders in local and global information societies.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSage Publications
dc.relation.ispartofpagefrom271
dc.relation.ispartofpageto284
dc.relation.ispartofissue3
dc.relation.ispartofjournalInternational Journal of Music Education
dc.relation.ispartofvolume34
dc.subject.fieldofresearchSpecialist Studies in Education not elsewhere classified
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchPerforming Arts and Creative Writing
dc.subject.fieldofresearchcode130399
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode1303
dc.subject.fieldofresearchcode1904
dc.subject.keywordsEarly childhood music
dc.subject.keywordsIntercultural
dc.subject.keywordsMultimodal
dc.subject.keywordsMusic improvisation
dc.subject.keywordsSocial semiotics
dc.subject.keywordsVisual analysis
dc.titleA case study of diverse multimodal influences on music improvisation using visual methodology
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.hasfulltextNo Full Text
gro.griffith.authorTomlinson, Michelle M.


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record