Show simple item record

dc.contributor.authorTomlinson, Michelle
dc.date.accessioned2017-11-15T05:23:32Z
dc.date.available2017-11-15T05:23:32Z
dc.date.issued2017
dc.identifier.issn1461-3808
dc.identifier.doi10.1080/14613808.2017.1301412
dc.identifier.urihttp://hdl.handle.net/10072/352726
dc.description.abstractMultimodal analysis of classroom music interactions, using the model of the ‘Space of Music Dialogue’ in video analysis of students' music improvisation, was useful to inform teachers of students' collaborative achievements in music invention. Research has affirmed that students' cognitive thinking skills were promoted by improvisation. Students purposefully selected from many modes such as movement, gaze and spatial relations as domains of learning. The students, for example, rearranged these modes to promote musical arrangements and a growing sensitivity to visual and rhythmic perception. Students selected and rearranged modes to solve problems. Over time, students realised cognitive relations of modes in music, for example, through a deeper understanding of the elements of music: pitch, rhythm, dynamics, structure, phrasing. Only some students reached the realm of transmodal redesign, made possible as students became familiar with the music mode, and the conceptual elements of music. Choices in problem solving in the arts, through multiple choices in multimodal redesign, granted all students the ability to build their self-esteem through transformational redesign. New challenges allowed students to develop conceptual understanding. Students succeeded at problem solving in music, and the model assisted in the analysis of events including improvisation.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherTaylor & Francis
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto19
dc.relation.ispartofjournalMusic Education Research
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.titleThe model of the 'Space of Music Dialogue': three instances of practice in Australian homes and classrooms
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.description.notepublicThis publication has been entered into Griffith Research Online as an Advanced Online Version.
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