title: Master of Music in Composition

authors: Connors, Teresa Marie

subjects: Multimedia Collaboration

abstract: This portfolio of compositions involved the creation of multimedia works within the context of collaborative artistic practice.  

This interest has resulted from my increasing participation in multidisciplinary collaborative projects in recent years as a composer and singer.  In the portfolio of works I have drawn on a range of theoretical texts from the fields of cognitive science, psychology, sociology and spirituality to develop a supportive discourse with which to reflect on the creative intersection of activities.

Five collaborative compositions were created and realised.  These range from a self-generative installation to a traditional film score.  

To examine the creative process, I have constructed a continuum that situates each piece between polarities of product or process-driven work.  

On one side of this continuum is Beads, a generative sound/video installation which explores video tracking as a compositional agent.  At the opposite pole is The Old Woman in the Woods, a typical cinematic film score.  

Situated between these two extreme points are Terroir, Let It Go, and Aspects of Trees.  Aspects of Trees is a hyperimprovisational system for visual projections, live cello, and software application.  Let it Go explores the balance between improvisation, composition and “composed” instruments.  Terroir is a fixed media experimental film which uses a single data source collected from an old cell phone.

text: Master of Music in Composition This portfolio of compositions involved the creation of multimedia works within the context of collaborative artistic practice.  

This interest has resulted from my increasing participation in multidisciplinary collaborative projects in recent years as a composer and singer.  In the portfolio of works I have drawn on a range of theoretical texts from the fields of cognitive science, psychology, sociology and spirituality to develop a supportive discourse with which to reflect on the creative intersection of activities.

Five collaborative compositions were created and realised.  These range from a self-generative installation to a traditional film score.  

To examine the creative process, I have constructed a continuum that situates each piece between polarities of product or process-driven work.  

On one side of this continuum is Beads, a generative sound/video installation which explores video tracking as a compositional agent.  At the opposite pole is The Old Woman in the Woods, a typical cinematic film score.  

Situated between these two extreme points are Terroir, Let It Go, and Aspects of Trees.  Aspects of Trees is a hyperimprovisational system for visual projections, live cello, and software application.  Let it Go explores the balance between improvisation, composition and “composed” instruments.  Terroir is a fixed media experimental film which uses a single data source collected from an old cell phone.

year: 2013

title: “It’s more enjoyable but it doesn’t help you with your writing.” The impact of ICT in task design on student self-efficacy and enjoyment in writing.

authors: Fothergill, Lynn Janette

subjects: Writing

abstract: This thesis investigates the relationship between the inclusion of Information Communication Technologies (ICT) in the design of school-based writing tasks, and student self-efficacy and enjoyment in writing. It describes the development, execution and reflection of an action research intervention, which explores this relationship.

A case study methodology within an action research framework was adopted. Primarily the research was qualitative in nature, together with some quantitative data collection. The study was conducted with a class of Year 7 and 8 students and their teachers, from a full primary school in South Auckland. 

Findings suggest that students themselves made a clear distinction between the writing they do outside of school, and that which they do for school purposes. They were reluctant to acknowledge the kinds of digital writing that is not exemplified as writing at school as ‘real writing’. Although digital forms of writing were seen as enjoyable by these students, they did not see writing in this way as being helpful to their writing achievement, which they measured against formal, traditional assessment practices. 

The implication of these findings for teachers is that an expanded view of literacy must be adopted and valued to include a multimodal, multiliteracies approach to literacy, to ensure students are equipped to participate effectively in the twenty-first century. Further, students themselves will also need to diversify their views of what constitutes writing, including validating for classroom purposes, the digital writing they do beyond the classroom.

text: “It’s more enjoyable but it doesn’t help you with your writing.” The impact of ICT in task design on student self-efficacy and enjoyment in writing. This thesis investigates the relationship between the inclusion of Information Communication Technologies (ICT) in the design of school-based writing tasks, and student self-efficacy and enjoyment in writing. It describes the development, execution and reflection of an action research intervention, which explores this relationship.

A case study methodology within an action research framework was adopted. Primarily the research was qualitative in nature, together with some quantitative data collection. The study was conducted with a class of Year 7 and 8 students and their teachers, from a full primary school in South Auckland. 

Findings suggest that students themselves made a clear distinction between the writing they do outside of school, and that which they do for school purposes. They were reluctant to acknowledge the kinds of digital writing that is not exemplified as writing at school as ‘real writing’. Although digital forms of writing were seen as enjoyable by these students, they did not see writing in this way as being helpful to their writing achievement, which they measured against formal, traditional assessment practices. 

The implication of these findings for teachers is that an expanded view of literacy must be adopted and valued to include a multimodal, multiliteracies approach to literacy, to ensure students are equipped to participate effectively in the twenty-first century. Further, students themselves will also need to diversify their views of what constitutes writing, including validating for classroom purposes, the digital writing they do beyond the classroom.

year: 2013

title: Ko ngōku maumaharatanga i ahau i Te Whare Wānanga o Waikato

authors: Papesch, Te Rita

subjects: Tohu maumahara

abstract: Kua huri te rima ngahuru o ngā tau kua tū Te Whare Wānanga hei whakaruruhau mō rātou ka kuhu ki ngōna kuaha. Ko taku tāne tuatahi me taku tungāne pakeke ake i ahau ngētehi o ngā akonga tuatahi, ā, e maumahara ana ahau i tētehi wā i tae atu ahau ki reira ki te tiki i a rāua i waho tonu i te whare pukapuka. I taua wā ko A Block tērā, te wāhi e tū nei Te Puawānanga-ki-te Ao ināianei. Ko te Cowshed tonu te wāhi whakahaere i Te Whare Wānanga. Ka mīharo i tōna rerekētanga i ngēnei wā!

text: Ko ngōku maumaharatanga i ahau i Te Whare Wānanga o Waikato Kua huri te rima ngahuru o ngā tau kua tū Te Whare Wānanga hei whakaruruhau mō rātou ka kuhu ki ngōna kuaha. Ko taku tāne tuatahi me taku tungāne pakeke ake i ahau ngētehi o ngā akonga tuatahi, ā, e maumahara ana ahau i tētehi wā i tae atu ahau ki reira ki te tiki i a rāua i waho tonu i te whare pukapuka. I taua wā ko A Block tērā, te wāhi e tū nei Te Puawānanga-ki-te Ao ināianei. Ko te Cowshed tonu te wāhi whakahaere i Te Whare Wānanga. Ka mīharo i tōna rerekētanga i ngēnei wā!

year: 2016