A Case Study of Diverse Multimodal Influences on Music Improvisation Using Visual Methodology

Autor/in	Tomlinson, Michelle M.
Titel	A Case Study of Diverse Multimodal Influences on Music Improvisation Using Visual Methodology
Quelle	In: International Journal of Music Education, 34 (2016) 3, S.271-284 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/0255761415619059
Schlagwörter	Case Studies; Creative Activities; Music; Musical Composition; Music Activities; Music Techniques; Musical Instruments; Foreign Countries; Rhyme; Popular Culture; Australia; Ethiopia + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Musik; Komponieren; Musikalische Aktion; Musikalische Technik; Musikinstrument; Ausland; Reim; Popkultur; Australien; Äthiopien
Abstract	This 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01