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• W117218311 abstract "Within the established tradition of qualitative research techniques, this ethnographic case study reveals the musical lives of two single sex groups of High School music students in Queensland. The research was carried out during 1998 and 1999 at two Brisbane Independent Non-Government Schools, one a Boys School and the other a Girls School. It was centred on a mixed core group of Year 11 students [21 students] who had elected to study the subject Senior Music. The research continued for the two years of their senior course. Students wereinterviewed in groups initially and then individually over this period with an increasing focus being made on the issues as they evolved. This research provides an evolving view of aspects of the understandings that these students had about music in their lives. Knowledge about young people and their involvement with music as a human experience, including the more formal processes of music in education, has been generated. This knowledge is fundamental because it emerged from the key stakeholders - the students. It was important that these student ideasbe documented, to portray the positive and negative roles that music can play in the lives of a particular group of students; in this case, a basically musically committed group who, for the most part, already have a passionfor music in their lives. The data generated from this ethnographic case study has the capacity to challenge existing teaching practice and approaches to learning in the secondary school music curriculum, in particular, the course at the senior level of years 11 and 12 that thesestudents were studying over the two years of this research project. The study presents the voices of the students by recording their responses to a variety of musical discussions.The themes of this research intersected as the research evolved. The principal players consisted of; (i) the of the student, (ii) the formal course of study, (iv) the literature, and (iv) the of the experiencedpractitioner in the form of myself as the researcher. This was the context that guided the results of the study.The study focussed on the students' views and responses to the world of music with the themes emerging as it progressed over the two years. One theme concerned their listening habits in music, whether it was in the context of their formal studies of music or simply the casual listeningexperiences in their lives in general. Another theme involved their musical performing experiences either through the formally organised setting of concert performances, as part of their class music course, or as a part of their informal experiences of making music. The students also reflected on their music rehearsals in ensembles such as orchestras, bands and vocal groups as well as on their music practice sessions at home.Another emerging theme was composition as part of the students' musical experiences. This area did not attract the same level of attention as listening and performing but nonetheless had a significant impact on the students as young musicians. All these areas had connections in someway with their formal study of music through the school class music course. Other themes emerged that were interwoven with the above major themes. These included:(i) the place of music in their lives in general;(ii) the place of music and its relationship to their other academic studies;(iii) the influence of the culture of the school and of society in general;(iv) the personal musical interests of the students;(v) extensions to their musical world through associations with other people who may be part of this world;(vi) other areas of the students' lives that impinge on their musical experiences, and; (vii) differences between the formal requirements of music syllabi and the needs and interests of the learner.The findings of the study provide a valuable insight into the understandings that a group of adolescents have concerning the place of music in their lives. It reveals the extent to which many of these understandings reinforce and support the success of the formal aspects of their musical education, whilst at the same time revealing tensions between their personal connections with music and music as a formal course of study at school. The study also allowed the opportunity to record and celebrate the place of music in the lives of a group of adolescents by documenting the positive aspects of having music in theirlives and in their education. Parents, teachers and syllabus writers need to be reminded of the positive aspects of music in the lives of adolescents. This case study reveals the actual voice of the committed music student and suggests that in designing courses of study, music educators should take into account the interests and passions of their students." @default.
• W117218311 created "2016-06-24" @default.
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• W117218311 date "2003-01-01" @default.
• W117218311 modified "2023-09-27" @default.
• W117218311 title "Music helps me live inside my head : a longitudinal ethnographic case study of a group of senior high school music students" @default.
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