Research in the Don Wright Faculty of Music
Art is research into the unknown, adding a little to the fund built up by earlier generations. This is the task of the artist. (Olle Baertling)
Research in the Don Wright Faculty of Music takes many forms as do the activities of our world renowned faculty members. Research work includes creative scholarly products such as high profile national and international performances, CD and DVD recordings of new repertoire or new interpretations of existing repertoire, compositions (frequently commissioned) in addition to written forms traditionally associated with research such as publications of books, book chapters and journal articles.
Scholars conduct research into topics as diverse as music and politics, cultural history and popular music, music theory, theories of pitch and pitch-class structure, Schenkerian theory and analysis, mathematical models in music theory, recording practice, jazz pedagogy, analysis of tonal and post-tonal music, music of the twentieth century, history of music theory, interrelationships of music theory and music analysis, rock music, music analysis and performance, composition, electroacoustic research and performance , the music of Mozart, Stravinksy, Britten and Webern to name just some, the High Baroque, early music, choral music, opera, inclusive music pedagogies, informal learning and philosophy and psychology of music education.
Playing another song
Ruth Wright, PhD (Chair of Department of Music Education) Carol Beynon, PhD, Associate Vice Provost School of Graduate and Post doctoral studies/faculty of education, Betty Anne Younker, PhD, Dean Don Wright Faculty of Music with graduate research assistants Jennifer Hutchison and Leslie Linton present a poster reporting on their research in a project called Musical Futures Canada:
Shifting landscapes within learning communities: towards
a pedagogy of interruption for music?
Student 1: Regular music lessons, we would usually just sing from a book but with Musical Futures lessons we actually get to do it our self. So there’s no book. We just go to our bands and we get to make the music instead of Mrs. D just playing on her own keyboard we all get to be interactive with our own instruments.
Student 2: … before I didn’t really know how to play the piano but at home, well here I realized that the keys, like the notes for our songs are the same for a different song so I learned how to play another song.
Student 4: We’re still doing notes and stuff because like a piano or a bass or a guitar we have all the notes but in the music class we’d have to write them down and have tests on them but now we’re actually doing them on piano or guitar or bass or singing them so it’s fun now. . (Student interviews elementary school)
This project involved researchers, research assistants and teachers from two pilot schools in Ontario travelling to the UK to learn about informal music pedagogy (IMP), a style of classroom music learning and teaching developed by Professor Lucy Green at the Institute of Education, London, UK. This pedagogy is based on observation of the learning practices of popular musicians and foregrounds student autonomy over choice of music and pace and sequence of learning and an emphasis on learning by listening and copying recordings. The team then planned a series of IMP lessons for pupils in each school. Lessons were videotaped and audio-recorded for analysis and the participants interviewed concerning their perceptions of the learning process and its effects on their attitudes towards music education. Initial data from the pilot indicate that informal music learning pedagogy may offer spaces within which rationalizing discourses ( understood versions of subjects or ‘the way things are’) are interrupted allowing new ‘unthinkable’ knowledge to emerge- described by Biesta (2010) as a ‘pedagogy of interruption’. In the pilot project students became the creators of knowledge, the makers of music, the owners of their learning. They were not being told what to make or how to make it; rather they were creating their own discourses around what music meant to them. The landscape of their music education shifted and interrupted, in a positive way, the learning and interactions for both students and teachers.
Does the way that information is found and presented online impact whether youth are likely to seek professional assistance for mental health issues? How has the landscape of music education shifted to allow students more creative input in their learning? What tools did the Romans use to track time? How young is too young to introduce sexual orientation and gender identity themes in the classroom?
These and more than 100 other queries
currently being studied by researchers at Western University will be explored
Monday, March 25 from 3 to 5:00 p.m. at a research showcase (http://www.uwo.ca/arts/pages/research-research-day.html)
featuring the Faculties of Arts and Humanities, Education, Music and
Information and Media Studies.
Dozens of Western's internationally recognized faculty members alongside post-doctoral fellows and graduate students will be on hand in the Great Hall (Somerville House) to discuss their findings with university colleagues, the media and the general public.
For a full listing of presenters and topics from The Faculty of Arts and Humanities, visit http://www.uwo.ca/arts/PDFs/2012-13/A&H%20Participants-Research%20Day%202013.pdf
For a full listing of presenters and topics from The Faculty of Education, visit http://www.uwo.ca/arts/PDFs/2012-13/Research%20Day%202013%20-%20Program%20-%20v3.pdf
For a full listing of presenters and topics from The Faculty of Information and Media Studies, visit http://www.uwo.ca/arts/PDFs/2012-13/FIMS%20Research%20Day%202013.pdf
For a full listing of presenters and topics from the Don Wright Faculty of Music, visit http://www.uwo.ca/arts/PDFs/2012-13/Research%20Day%202013-%20music.pdf
For more information on Research Day 2012, please contact:
Jo Jennings, Faculty of Arts and Humanities: email@example.com, 519-661-2111, ext. 82200
Brian Bazett, Faculty of Education: firstname.lastname@example.org, 519-661-2111, ext. 88871
Becky Blue, Faculty of Information and Media Studies: email@example.com, 519-661-2111, ext. 88493
Janis Wallace, Don Wright Faculty of Music, firstname.lastname@example.org , 519-661-2111, ext. 85694