title: Improving student motivation and engagement in high school music composition through Orff Schulwerk pedagogy

authors: Baker, Damian Lee

subjects: music composition

abstract: Over the past twenty years or so music composition has developed into a significant part of the secondary school music curriculum in New Zealand and in many countries around the world. Unfortunately, research into strategies for introducing music composition at secondary school level are scarce. 
This thesis will present the results of an action research-based teacher inquiry that looked to assess the suitability of an Orff Schulwerk-based pedagogy for introducing music composition to Year 11 NCEA students in New Zealand.
The study focussed on students' in-class engagement (behavioural, cognitive, affective) as a way to assess the suitability of the approach, drawing data from observations made by the teacher/researcher and a peer observer, as well as incorporating student voice as a key influence in program development and generating findings. It also drew on an analysis of student work to inform its suitability in terms of achievement against the New Zealand Qualifications Authority's (NZQA) externally set music composition Achievement Standard 91092. 

Over two five-week units, the teacher introduced a process-centred approach to learning how to compose music. The first unit focused on learning to improvise rhythmic ideas that developed into rhythmic motifs, which incorporated compositional devises and accompaniments before moving on to incorporate the elements of structure, rhythm, timbre, dynamics and texture to the point where students working in groups developed their own percussion-based piece of music. The second unit revisited the learning from Unit One and added the elements of melody and harmony. Students then worked in groups to complete a second piece for assessment. The results indicated that an Orff Schulwerk based pedagogy can be successfully utilized as a strategy for teaching music composition to senior secondary school students.

text: Improving student motivation and engagement in high school music composition through Orff Schulwerk pedagogy Over the past twenty years or so music composition has developed into a significant part of the secondary school music curriculum in New Zealand and in many countries around the world. Unfortunately, research into strategies for introducing music composition at secondary school level are scarce. 
This thesis will present the results of an action research-based teacher inquiry that looked to assess the suitability of an Orff Schulwerk-based pedagogy for introducing music composition to Year 11 NCEA students in New Zealand.
The study focussed on students' in-class engagement (behavioural, cognitive, affective) as a way to assess the suitability of the approach, drawing data from observations made by the teacher/researcher and a peer observer, as well as incorporating student voice as a key influence in program development and generating findings. It also drew on an analysis of student work to inform its suitability in terms of achievement against the New Zealand Qualifications Authority's (NZQA) externally set music composition Achievement Standard 91092. 

Over two five-week units, the teacher introduced a process-centred approach to learning how to compose music. The first unit focused on learning to improvise rhythmic ideas that developed into rhythmic motifs, which incorporated compositional devises and accompaniments before moving on to incorporate the elements of structure, rhythm, timbre, dynamics and texture to the point where students working in groups developed their own percussion-based piece of music. The second unit revisited the learning from Unit One and added the elements of melody and harmony. Students then worked in groups to complete a second piece for assessment. The results indicated that an Orff Schulwerk based pedagogy can be successfully utilized as a strategy for teaching music composition to senior secondary school students.

year: 2014

title: Determining the age of paintings at JSARN–113/23, Jawoyn Country, central-western Arnhem Land plateau

authors: David, Bruno O.

abstract: Western Arnhem Land in northern Australia has the rare distinction, both at national and global scales, of containing a vast landscape of many thousands of rockshelters richly decorated with art, some of which was probably made tens of thousands of years ago, others as recently as a few decades ago. Yet the challenge remains as to how to date this art, how to find out how old it is. While relative dating methods have been commonly applied, in particular patterns of superimposition and changing faunal themes supposedly signalling changing environmental conditions, we still lack a clear understanding of the age of almost all the region’s art styles or conventions.
Other chapters in this volume report direct dates for Arnhem Land art using radiocarbon determinations on beeswax figures with the likelihood that the ‘art event’, the time when a beeswax figure was made, is at most a few years different from the ‘carbon event’, the time of the last biological capture of atmospheric carbon, which is the actual date measured by radiocarbon. But many, in fact most, sites have no beeswax figures or other ways directly to date the art. Sometimes, as again reported in this volume, there is some indication of date when a radiocarbon determination is obtained on, for instance, charcoal in an archaeological deposit that can be related to the art. Often that route is also blocked: many a painted surface without beeswax figures is in no close relation to a deposit that might so be dated. What can be done then?
Here we present results of investigations at a small rockshelter in Jawoyn Country, in the centralwestern part of the Arnhem Land plateau. Since its art cannot be directly dated, we follow a different path. In the first instance, we aim to understand the history, and antiquity, of the decorated rock surfaces, since the exposed surfaces of the boulder have undergone repeated transformations over a long time. Determining when now-decorated rock surfaces were formed can give us maximum possible ages for the art, since we can date when the surface first was available. Taken with related archaeological evidence from deposits, such as ochre fragments with signs of use, we can arrive at some indications for the age of the art, or at least how the range of possible dates is constrained. This approach is akin to that used at other sites in Jawoyn Country (see Chapters 11 and 15)

text: Determining the age of paintings at JSARN–113/23, Jawoyn Country, central-western Arnhem Land plateau Western Arnhem Land in northern Australia has the rare distinction, both at national and global scales, of containing a vast landscape of many thousands of rockshelters richly decorated with art, some of which was probably made tens of thousands of years ago, others as recently as a few decades ago. Yet the challenge remains as to how to date this art, how to find out how old it is. While relative dating methods have been commonly applied, in particular patterns of superimposition and changing faunal themes supposedly signalling changing environmental conditions, we still lack a clear understanding of the age of almost all the region’s art styles or conventions.
Other chapters in this volume report direct dates for Arnhem Land art using radiocarbon determinations on beeswax figures with the likelihood that the ‘art event’, the time when a beeswax figure was made, is at most a few years different from the ‘carbon event’, the time of the last biological capture of atmospheric carbon, which is the actual date measured by radiocarbon. But many, in fact most, sites have no beeswax figures or other ways directly to date the art. Sometimes, as again reported in this volume, there is some indication of date when a radiocarbon determination is obtained on, for instance, charcoal in an archaeological deposit that can be related to the art. Often that route is also blocked: many a painted surface without beeswax figures is in no close relation to a deposit that might so be dated. What can be done then?
Here we present results of investigations at a small rockshelter in Jawoyn Country, in the centralwestern part of the Arnhem Land plateau. Since its art cannot be directly dated, we follow a different path. In the first instance, we aim to understand the history, and antiquity, of the decorated rock surfaces, since the exposed surfaces of the boulder have undergone repeated transformations over a long time. Determining when now-decorated rock surfaces were formed can give us maximum possible ages for the art, since we can date when the surface first was available. Taken with related archaeological evidence from deposits, such as ochre fragments with signs of use, we can arrive at some indications for the age of the art, or at least how the range of possible dates is constrained. This approach is akin to that used at other sites in Jawoyn Country (see Chapters 11 and 15)

year: 2017

title: How learning stories shape understandings of children’s learning identities in one community of practice: A narrative inquiry

authors: Sands, Lorraine May

subjects: Narrative inquiry

abstract: Mā te mahi, ka mōhio; mā te mōhio, ka mārama; mā te mārama, ka mātau; mā te mātau, ka ora.
From hard work comes knowledge; from that knowledge comes understanding; from that understanding comes strength; from that strength comes wellbeing and life.
This thesis is a listening, dialogic investigation into ways the community of learners at Greerton Early Learning Centre considers learning stories have affected their children’s learning identities—that is, how they view themselves as learners. Aotearoa New Zealand’s early childhood curriculum, Te Whāriki, focuses on responsive, reciprocal relationships wrapped around the uniqueness and mana of each child. Learning stories—a research-based sociocultural narrative assessment approach—have been used in Aotearoa New Zealand early learning settings for over two decades to capture children’s learning while honouring the intent of Te Whāriki to nurture children’s languages, cultures, and identities. In the current climate of privatisation and neoliberalism, however, the value of learning stories is increasingly contested. This study refutes such discourses and instead navigates the value of multiple ways of knowing, meaningfully embedded in the lived experiences of children in relational communities.

This study was embedded in a narrative inquiry paradigm that sees reality as a socially mediated construction contained within stories that are told and retold across times, social contexts, and places. The study aimed to understand and document how storying children’s lived experience makes a meaningful difference to ways children view themselves as learners. Six children, their families, and their teachers were invited to reengage with selected learning stories from the children’s learning portfolios and then to rethink and retell how these learning stories contributed to their views of children’s learning identities.

The study found that learning stories have powerful effects on the ways children see themselves and on the ways those around them see the children as learners. It was clear from the data that children’s learning identities are embedded in the complex social and cultural contexts that surround them. The teachers’ long-term whanaungatanga relationships with mokopuna and whānau enabled kaiako to write learning stories that connected meaningfully with children’s wider historical, social, and cultural contexts. Insights into children’s learning from the learning stories were actively taken up by the parents and shaped the ways they saw and interacted with their children as learners. Likewise, teachers listened to stories shared from home (whether in a written learning story form or simply in the course of conversations), and these contributed to the teachers’ understandings of the children as agentic learners within sociocultural contexts. The physical folders of learning stories offered children powerful ways to maintain connections and a sense of pride in their learning achievements, linked to the people and places that surrounded those achievements.

Learning stories also enabled children to review their learning growth over time, including times when they had set goals, been supported in pursuing those goals by those around them, and had their achievements and dispositions honoured through documentation as a learning story. The process of robust engagement with crafting and reviewing their own and their colleagues’ learning stories played an important role in teachers’ ongoing professional learning. Finally, it was clear that across the whole community of practice—spanning mokopuna, whānau, and kaiako—learning stories played an important role in developing and reinforcing a shared language of learning as well as a shared understanding of the importance of children’s dispositions and working theories as the most highly valued forms of learning.

Although centred in one community, this research stands on the shoulders of many and may have resonance and implications for those in broader contexts. At a time when the usefulness and appropriateness of learning stories are increasingly contested, this study provides an important demonstration of the power of thoughtfully written learning stories and the alignment of this assessment approach with the vision and values of Te Whāriki. Further, with limited past research looking at the intersection of learning stories and children’s learning identities, this study’s rich account of this interaction in one community of practice provides a valuable contribution to the literature.

text: How learning stories shape understandings of children’s learning identities in one community of practice: A narrative inquiry Mā te mahi, ka mōhio; mā te mōhio, ka mārama; mā te mārama, ka mātau; mā te mātau, ka ora.
From hard work comes knowledge; from that knowledge comes understanding; from that understanding comes strength; from that strength comes wellbeing and life.
This thesis is a listening, dialogic investigation into ways the community of learners at Greerton Early Learning Centre considers learning stories have affected their children’s learning identities—that is, how they view themselves as learners. Aotearoa New Zealand’s early childhood curriculum, Te Whāriki, focuses on responsive, reciprocal relationships wrapped around the uniqueness and mana of each child. Learning stories—a research-based sociocultural narrative assessment approach—have been used in Aotearoa New Zealand early learning settings for over two decades to capture children’s learning while honouring the intent of Te Whāriki to nurture children’s languages, cultures, and identities. In the current climate of privatisation and neoliberalism, however, the value of learning stories is increasingly contested. This study refutes such discourses and instead navigates the value of multiple ways of knowing, meaningfully embedded in the lived experiences of children in relational communities.

This study was embedded in a narrative inquiry paradigm that sees reality as a socially mediated construction contained within stories that are told and retold across times, social contexts, and places. The study aimed to understand and document how storying children’s lived experience makes a meaningful difference to ways children view themselves as learners. Six children, their families, and their teachers were invited to reengage with selected learning stories from the children’s learning portfolios and then to rethink and retell how these learning stories contributed to their views of children’s learning identities.

The study found that learning stories have powerful effects on the ways children see themselves and on the ways those around them see the children as learners. It was clear from the data that children’s learning identities are embedded in the complex social and cultural contexts that surround them. The teachers’ long-term whanaungatanga relationships with mokopuna and whānau enabled kaiako to write learning stories that connected meaningfully with children’s wider historical, social, and cultural contexts. Insights into children’s learning from the learning stories were actively taken up by the parents and shaped the ways they saw and interacted with their children as learners. Likewise, teachers listened to stories shared from home (whether in a written learning story form or simply in the course of conversations), and these contributed to the teachers’ understandings of the children as agentic learners within sociocultural contexts. The physical folders of learning stories offered children powerful ways to maintain connections and a sense of pride in their learning achievements, linked to the people and places that surrounded those achievements.

Learning stories also enabled children to review their learning growth over time, including times when they had set goals, been supported in pursuing those goals by those around them, and had their achievements and dispositions honoured through documentation as a learning story. The process of robust engagement with crafting and reviewing their own and their colleagues’ learning stories played an important role in teachers’ ongoing professional learning. Finally, it was clear that across the whole community of practice—spanning mokopuna, whānau, and kaiako—learning stories played an important role in developing and reinforcing a shared language of learning as well as a shared understanding of the importance of children’s dispositions and working theories as the most highly valued forms of learning.

Although centred in one community, this research stands on the shoulders of many and may have resonance and implications for those in broader contexts. At a time when the usefulness and appropriateness of learning stories are increasingly contested, this study provides an important demonstration of the power of thoughtfully written learning stories and the alignment of this assessment approach with the vision and values of Te Whāriki. Further, with limited past research looking at the intersection of learning stories and children’s learning identities, this study’s rich account of this interaction in one community of practice provides a valuable contribution to the literature.

year: 2022