Abstract
The purpose of this case study was to explore the extent to which Dalcroze-inspired activities can facilitate collective learning in a choir as a community of musical practice (CoMP). The research intervention was conducted in a newly formed multi-ethnic high school choir in Germiston, Gauteng, South Africa. Data sources included in-depth semi-structured interviews, researcher field notes of rehearsals and concerts, video recordings of weekly rehearsals, as well as lesson plans developed for each rehearsal. The data was analysed within the conceptual framework of the social theory of collective learning as developed by Wenger (1998) and expanded by Murillo's (2011) conceptualisation of: (1) engagement in practice (learning as doing); (2) a community of musical practice (learning as belonging); (3) construction of personal identity (learning as becoming); and (4) negotiation of meaning (learning as experiencing). The findings expanded the theoretical framework of collective learning. It was found that Dalcroze-inspired activities nurture collective learning and form an essential part of choristers’ feelings of belonging in a choir as a CoMP.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.