Rock Orchestra Alumni Reflections on the Impact of Participation in "The Lakewood Project"

Autor/inn/en	Koops, Lisa Huisman; Hankins, Elizabeth A.; Scalise, David; Schatt, Matthew D.
Titel	Rock Orchestra Alumni Reflections on the Impact of Participation in "The Lakewood Project"
Quelle	In: Research Studies in Music Education, 36 (2014) 2, S.147-164 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1321-103X
DOI	10.1177/1321103X14537432
Schlagwörter	Music Education; Music Activities; High School Students; Rock Music; Alumni; Musicians; Outcomes of Education; Young Adults; Transfer of Training; Experiential Learning; Classical Music; Informal Education; Phenomenology; Mixed Methods Research; Educational Benefits; Emotional Experience; Extracurricular Activities; Semi Structured Interviews; Ohio + Suchen Sie Ihr Suchwort? Musikerziehung; Musikalische Aktion; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rockmusik; Musiker; Lernleistung; Schulerfolg; Young adult; Junger Erwachsener; Training; Transfer; Ausbildung; Experiental learning; Erfahrungsorientiertes Lernen; Informelle Bildung; Nichtformale Bildung; Phenomenological psychology; Phänomenologie; Psychologie; Bildungsertrag; Außerunterrichtliche Aktivität
Abstract	The purpose of this mixed-methods study was to explore the phenomenon of participation in a high school rock orchestra from the perspective of alumni. Specific research questions addressed the musicians' reflections on experiences in the rock orchestra and the perceived possible impact on their current musical and professional lives. Survey and interview results provided a retrospective portrait of membership in the ensemble and what young adult members indicate was valuable, helpful, transformative, and transferable about participation in the rock orchestra. Textural elements of experiential learning, social-emotional processes, and skills for life were supported by structural elements of informal learning practices and a dialogue between Western classical and rock music traditions. This led to the essence of involvement identified as multi-dimensional growth through experience in a rich musical environment. We discuss whether informal learning practices may spur students to continue making music after they have left the structured environment of a school music program, the impact of student agency in their own musical space, and ways in which the rock ensemble might provide an example for integrating informal learning practices into existing school music ensemble programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01