Envisioning Collaborative Composing in Music Education: Learning and Negotiation of Meaning in 'operabyyou.com'
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| Title: | Envisioning Collaborative Composing in Music Education: Learning and Negotiation of Meaning in 'operabyyou.com' |
|---|---|
| Language: | English |
| Authors: | Partti, Heidi, Westerlund, Heidi |
| Source: | British Journal of Music Education. Jul 2013 30(2):207-222. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Music, Music Education, Musical Composition, Case Studies, Communities of Practice, Heuristics, Cooperation, Educational Environment, Qualitative Research |
| DOI: | 10.1017/S0265051713000119 |
| ISSN: | 0265-0517 |
| Abstract: | This qualitative instrumental case study examines collaborative composing in the "operabyyou.com" online music community from the perspective of learning by utilising the concept of a "community of practice" as a heuristic frame. The article suggests that although informal music practices offer important opportunities for people with varied backgrounds to participate in the production of art works, and may thus represent and illustrate important aspects of the community life of the society, they do not necessarily provide ideal models for the music classroom. Based on the analysis of the "operabyyou.com" community, we discuss conditions for collaborative composing when aiming to design educational settings that support the students' construction of identity and ownership of musical meaning. |
| Abstractor: | As Provided |
| Entry Date: | 2014 |
| Accession Number: | EJ1016874 |
| Database: | ERIC |
| Abstract: | This qualitative instrumental case study examines collaborative composing in the "operabyyou.com" online music community from the perspective of learning by utilising the concept of a "community of practice" as a heuristic frame. The article suggests that although informal music practices offer important opportunities for people with varied backgrounds to participate in the production of art works, and may thus represent and illustrate important aspects of the community life of the society, they do not necessarily provide ideal models for the music classroom. Based on the analysis of the "operabyyou.com" community, we discuss conditions for collaborative composing when aiming to design educational settings that support the students' construction of identity and ownership of musical meaning. |
|---|---|
| ISSN: | 0265-0517 |
| DOI: | 10.1017/S0265051713000119 |
