ARONSON Greg - Thesis nosignature
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ARONSON Greg - Thesis nosignature
Guided By VoicesLiving and Learning MusicGregory AronsonSubmitted in total fulfilment of the degree of Doctor of Philosophy42614College of EducationVi ARONSON Greg - Thesis nosignatureictoria UniversityDoctor of Philosophy DeclarationI. Gregory Aronson, declare that the PhD thesis entitled ‘Guided By Voices: Living and Learning Music' is no more than 100,000 words in length including quotes and exclusive of tables, figures, appendices, bibliography, references and footnotes. This ARONSON Greg - Thesis nosignature thesis contains no material that has been submitted previously, in whole or in part, for the award of any other academic degree ordiploma. Except wheARONSON Greg - Thesis nosignature
re otherwise indicated, this thesis is my own work.42614AbstractIn my role as a music educator I have observed that students experience significant chGuided By VoicesLiving and Learning MusicGregory AronsonSubmitted in total fulfilment of the degree of Doctor of Philosophy42614College of EducationVi ARONSON Greg - Thesis nosignaturec backgrounds and learning experiences of music students undertaking tertiary music study at vu in order to evaluate why students might not be enjoying their time at university as much as they perhaps ought to be.This study takes place in the context of a University of Opportunity'. Victoria Univers ARONSON Greg - Thesis nosignatureity (VU) conceptualises itself as an accessible educational provider offering learning opportunities for students from a range of cultural and socioecARONSON Greg - Thesis nosignature
onomic backgrounds. In an age of increasing competition and complexity in the tertiary education sector, issues of student attraction and retention doGuided By VoicesLiving and Learning MusicGregory AronsonSubmitted in total fulfilment of the degree of Doctor of Philosophy42614College of EducationVi ARONSON Greg - Thesis nosignatureve investigations and evaluations undoubtedly assist in comprehending the strengths, weaknesses and challenges for the sector, and individual institutions such as vu, they do not clearly explain the specific and idiosyncratic experiences of music students at a ‘University of Opportunity'.There are s ARONSON Greg - Thesis nosignatureubstantial gaps in qualitative inquiry generally, and more specifically qualitative inquiry into tertiary music education. There is a need for greaterARONSON Greg - Thesis nosignature
emphasis on, and elucidation of. story, habitus and voice in tertiary music teaching and learning. Narratives emanating from a small, personal and loGuided By VoicesLiving and Learning MusicGregory AronsonSubmitted in total fulfilment of the degree of Doctor of Philosophy42614College of EducationVi ARONSON Greg - Thesis nosignatureody of work responds to calls from respected researchers such as Lucy Green for instances of specific, micro inquiries in the music education field. The approach taken in this study also contrasts to generalised commentary driven by quantitative analysis that struggle to explain the idiosyncratic co ARONSON Greg - Thesis nosignaturemplexities that arise for students who come from lower SES backgrounds. This is particularly important given that the majority of this quantitative reARONSON Greg - Thesis nosignature
search has taken place in first tier/choice universities.iiThe thesis aims therefore to listen to. understand and contextualise these experiences. I eGuided By VoicesLiving and Learning MusicGregory AronsonSubmitted in total fulfilment of the degree of Doctor of Philosophy42614College of EducationVi ARONSON Greg - Thesis nosignaturegrowing up and living in a range of music communities and their perceptions of learning music in a tertiary institution. These narratives are situated within the author's own ethnographies drawn from experiences as a musician, music educator and researcher. The voices that tell these stories guide t ARONSON Greg - Thesis nosignaturehe discussion and recommendations within this thesis. Ethnographic and narrative strategies of inquiry are employed within the context of agency and pARONSON Greg - Thesis nosignature
owerlessness in community and educational fields. Autoethnographic investigation occurs within the paradigm of critical self-reflection providing ‘teaGuided By VoicesLiving and Learning MusicGregory AronsonSubmitted in total fulfilment of the degree of Doctor of Philosophy42614College of EducationVi ARONSON Greg - Thesis nosignatureies about the communities that nurtured young musicians and instigated musical journeys showing a complex interplay between choice, agency, belonging and learning that young people experience in the negotiation of community fields. Participant experiences of learning music at university evince a wid ARONSON Greg - Thesis nosignaturee range of challenges. These ’tensions' manifest as powerlessness, anxiety and disconnection with music learning and doing. Challenges are linked to iARONSON Greg - Thesis nosignature
mbalances between performative music function, or practice, and traditions of formulaic doxa in tertiary music education. Participants struggle for agGuided By VoicesLiving and Learning MusicGregory AronsonSubmitted in total fulfilment of the degree of Doctor of Philosophy42614College of EducationVi ARONSON Greg - Thesis nosignature contrast, findings also elicit a number of positive, or release, aspects. Findings show that participants are able to question and disrupt social and educational restrictions and contribute to conditions that allow for their musical and educational backgrounds and choices to be acknowledged and cel ARONSON Greg - Thesis nosignatureebrated. Participants are able to call for legitimacy and autonomy and build valuable music skills and knowledge. Findings point to the benefits of buARONSON Greg - Thesis nosignature
ilding community characteristics within formal music curricula and pedagogy. Finally, findings articulate how participants value the opportunity to teGuided By VoicesLiving and Learning MusicGregory AronsonSubmitted in total fulfilment of the degree of Doctor of Philosophy42614College of EducationVi ARONSON Greg - Thesis nosignaturession draws on literature from the fields of education, music education and sociology. Analysis utilises cultural theory lenses, most notably drawing on the concepts of habitus, capital and field to understand participant experiences. Discussion contextualises challenges and successes in music commu ARONSON Greg - Thesis nosignaturenities and tertiary music fields via the fundamental notions of choice, growth, powerlessness, agency and well-being. Discussion additionally interrogARONSON Greg - Thesis nosignature
ates the role and emphasis of form, function, production and reproduction in the practice and learning of music.The thesis concludes that genuine and Guided By VoicesLiving and Learning MusicGregory AronsonSubmitted in total fulfilment of the degree of Doctor of Philosophy42614College of EducationVi ARONSON Greg - Thesis nosignaturewell-being. There is a paramount need to seek out, to listen and understand the background, nature and thinking of music students and to be guided by all of the voices involved in living and learning music. Teaching and learning that is deliberately and comfortably participatory leads to greater pow ARONSON Greg - Thesis nosignatureer and enfranchisement in all involved and can lead to a more harmonious union between the substantially functional habitus of musicians and the oftenARONSON Greg - Thesis nosignature
formulaic dynamics of formal tertiary music contexts.This exploration has prompted an important reminder that the fundamental aim of tertiary music eGuided By VoicesLiving and Learning MusicGregory AronsonSubmitted in total fulfilment of the degree of Doctor of Philosophy42614College of EducationVi ARONSON Greg - Thesis nosignatureliberal cultures that increasingly drive tertiary education policy and practice. Educators and institutions can, and indeed should, do better for the students they are tasked with educating. We need to be fair and ethical practitioners, and strive to make real improvements to what music students do ARONSON Greg - Thesis nosignatureand how they learn.ivAcknowledgementsI would like to thank the 28 Victoria University music and music education students for so willingly sharing theiARONSON Greg - Thesis nosignature
r stories of living and learning music with me. This thesis would not have been possible without the many candid and engaging conversations I had withGuided By VoicesLiving and Learning MusicGregory AronsonSubmitted in total fulfilment of the degree of Doctor of Philosophy42614College of EducationVi ARONSON Greg - Thesis nosignaturec realm and are a lasting reminder of the importance of listening to and understanding the people we teach and learn with.The experiences and stories that underpin the content of this thesis took place in the music programs at Victoria University. I am sincerely grateful for the opportunity to work ARONSON Greg - Thesis nosignaturewith many highly talented, engaging and supportive musicians and teachers over the last sixteen years. I would like to acknowledge the many sessionalARONSON Greg - Thesis nosignature
music staff at Victoria University who provided countless opportunities to discuss emerging ideas and approaches as I conceived and conducted this resGuided By VoicesLiving and Learning MusicGregory AronsonSubmitted in total fulfilment of the degree of Doctor of Philosophy42614College of EducationVi ARONSON Greg - Thesis nosignaturet about music education and music students. I am indebted to Adam Hutterer and Stephen Rando for their collegiality, support and friendship. And I would particularly like to thank Robert Bell for his sage advice to me in all matters academic and musical and for his tireless work in. and dedication t ARONSON Greg - Thesis nosignatureo, the music programs at Victoria University, allowing me space and time to complete this body of work.I am grateful for the support provided by The CARONSON Greg - Thesis nosignature
ollege of Education at Victoria University. Heartfelt thanks must go to my thesis supervisors, Maureen Ryan and Marcelle Cacciattolo. I am truly fortuGọi ngay
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