SOUNDING FUTURES: INCREASING ENGAGEMENT AND ACCESSIBILITY IN SOUND-BASED MUSIC EDUCATION
This research was a pedagogical initiative that sought to find ways to better support the implementation of sound-based music education (SbME) for students in Key Stage 2 (aged seven-to-eleven). It did this by developing two prototypes to support teaching and learning in the sound-based classroom. These were developed as a result of coding and content analysis conducted with five case studies, within which fifteen lessons were conducted and thirty students participated. These resources identified and supported the skills and areas of knowledge required for students to be able to meaningfully access and engage with sound-based music (SbM) within a short timeframe of three lessons. SbM is defined by Landy (2007) as music where sound, rather than the musical note, is the main unit. An action research methodology was combined with a case study approach in order to develop teaching resources iteratively, following an ‘action research spiral’ (Zuber-Skerritt, 2001). Qualitative data was collected via naturalistic observations and group interviewing embedded within the lessons that were delivered by the researcher. From this, coding and content analysis was used systematically to identify a series of competencies that were developed into the prototype Sound-based Music Educational Competencies Toolkit (SbM ECT). The analysis of student creative work then led to the formation of the Composer Profile Framework (CPF), another prototype aimed at educators in understanding students’ compositional approaches when relating to SbM.
- MPhil