Thesis submission ID 768 | created
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Rachel Hayes, “We’re all in this together”: an ethnographic study of the holistic experience of an Irish school musical
Repository (hard copy): Mary Immaculate College (University of Limerick) Library
General specialism: Music Education
Abstract:
This study investigated the lived experience of a school musical in an Irish second-level context. School musicals are a common school event, but are often over-looked for study. This project also places the musical within the larger discussion of arts education, in the light of the radical changes and challenges facing the educational system today.
Ethnography was chosen as the dominant approach in order to elicit a true picture of this event. A range of specifid methodologies were utilised at different stages over six months. The teacher/researcher (a producer of the musical under study), charted her experiences in an ongoing auto-ethnographic reflective diary, which included participant observations. Students completed a series of reflective diary entries by email to give a holistic description of the musical. Past participants of previous shows were interviewed/surveyed to obtain a sense of the long-term effects/views of the endeavour, as were other producers. Moreover, semi-structured interviews were conducted with parents and teachers (in addition to a questionaire), to provide additional, external views. Furthermore, student portfolio entries and school yearbook comments were critically appriased. Such data allowed for triangulation, rigour and another layer of in-depth analysis.
Results found that the musical had significant impacts on personal and social skills, as well as greatly affecting interpersonal relationships, especially those between peers, students and teachers, and teachers with other professionals. The musical emerged as effective arts education, though its impact upon arts particpation is less decisive. Moreover, the school musical was affected by outside forces, such as finances. The school musical was a significant community event, though the exact community in question varies. It is also clear that the musical has considerable long-term effects, frequently intangible and but often remembered. However, darker elements of this art form also became apparent, most notable in the areas of stress/worry, fear of mistakes and the effects ofa negative performance experience.
Though it is clear that the school musickal is an enjoyable and often highly beneficial endeavour, it is clear that far more study of the art form is needed. While challenges and issues are inherent within the process and production of such a show, attempts to legitimise or standarsie teh endearvour, possibly as an assessed cirricular element, need careful consideration and deliberation so as not to lose the benefits. This, like the musical, should be a collaborative, inclusive practice.
Rachel Hayes, “We’re all in this together”: an ethnographic study of the holistic experience of an Irish school musical
MA, Mary Immaculate College, University of Limerick, 2012
Repository (hard copy): Mary Immaculate College (University of Limerick) Library
General specialism: Music Education
Abstract:
This study investigated the lived experience of a school musical in an Irish second-level context. School musicals are a common school event, but are often over-looked for study. This project also places the musical within the larger discussion of arts education, in the light of the radical changes and challenges facing the educational system today.
Ethnography was chosen as the dominant approach in order to elicit a true picture of this event. A range of specifid methodologies were utilised at different stages over six months. The teacher/researcher (a producer of the musical under study), charted her experiences in an ongoing auto-ethnographic reflective diary, which included participant observations. Students completed a series of reflective diary entries by email to give a holistic description of the musical. Past participants of previous shows were interviewed/surveyed to obtain a sense of the long-term effects/views of the endeavour, as were other producers. Moreover, semi-structured interviews were conducted with parents and teachers (in addition to a questionaire), to provide additional, external views. Furthermore, student portfolio entries and school yearbook comments were critically appriased. Such data allowed for triangulation, rigour and another layer of in-depth analysis.
Results found that the musical had significant impacts on personal and social skills, as well as greatly affecting interpersonal relationships, especially those between peers, students and teachers, and teachers with other professionals. The musical emerged as effective arts education, though its impact upon arts particpation is less decisive. Moreover, the school musical was affected by outside forces, such as finances. The school musical was a significant community event, though the exact community in question varies. It is also clear that the musical has considerable long-term effects, frequently intangible and but often remembered. However, darker elements of this art form also became apparent, most notable in the areas of stress/worry, fear of mistakes and the effects ofa negative performance experience.
Though it is clear that the school musickal is an enjoyable and often highly beneficial endeavour, it is clear that far more study of the art form is needed. While challenges and issues are inherent within the process and production of such a show, attempts to legitimise or standarsie teh endearvour, possibly as an assessed cirricular element, need careful consideration and deliberation so as not to lose the benefits. This, like the musical, should be a collaborative, inclusive practice.
Thesis submission ID 768