Thesis submission ID 870 | created
| last updated
David Daly, School's out: an autoethnographic study of informal learning through collaboration, creativity and music making
Volumes, pp.: 1 (101pp.)
Supervisor(s): Ailbhe Kenny
Repository (hard copy): Mary Immaculate College Library
General specialism: Music Education
Abstract:
This dissertation is an auto ethnographic study examining informal learning through collaboration, creativity and music-making. Six musicians, including myself, participated in three collaborative music-making sessions with the aim of creating an original piece of music. By participating in this study, I intended to situate and examine my own informal learning experiences in music, as well as investigate the learning processes associated with collaborative creativity. Auto ethnographic methods, including reflective journal entries, audio/visual recordings and field notes, were employed in order to shape the narrative which describes my journey throughout the informal learning environment. As a result of participation in these music-making sessions, the musicians involved experienced a range of musical and social processes, including: improvisation, composition, collaboration, peer-directed learning and group learning. Such outcomes have implications for formal learning practices, as well as the broader field of music education. The research indicates that participation in informal music-making provides a platform for both musical and social development, as well as contributing to the formation of musical identity.
David Daly, School's out: an autoethnographic study of informal learning through collaboration, creativity and music making
MA, Mary Immaculate College, University of Limerick, 2016
Volumes, pp.: 1 (101pp.)
Supervisor(s): Ailbhe Kenny
Repository (hard copy): Mary Immaculate College Library
General specialism: Music Education
Abstract:
This dissertation is an auto ethnographic study examining informal learning through collaboration, creativity and music-making. Six musicians, including myself, participated in three collaborative music-making sessions with the aim of creating an original piece of music. By participating in this study, I intended to situate and examine my own informal learning experiences in music, as well as investigate the learning processes associated with collaborative creativity. Auto ethnographic methods, including reflective journal entries, audio/visual recordings and field notes, were employed in order to shape the narrative which describes my journey throughout the informal learning environment. As a result of participation in these music-making sessions, the musicians involved experienced a range of musical and social processes, including: improvisation, composition, collaboration, peer-directed learning and group learning. Such outcomes have implications for formal learning practices, as well as the broader field of music education. The research indicates that participation in informal music-making provides a platform for both musical and social development, as well as contributing to the formation of musical identity.
Thesis submission ID 870