Intermedia collaboration for<i>The Flood</i>

Hannan, Michael Francis

doi:10.1080/07494460600760999

Cited by 1 publication

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“…It may also involve working with non-musicians, including collaboration with other school disciplines (Lowe, 2002 – language, primary; Russell-Bowie, 2003 – other subjects, primary; Weymss, 2003 – literacy, secondary) and inter-arts collaboration (McCoy, 2000 – dance, primary, secondary and tertiary; Odam, 2001 – tertiary). At tertiary level collaboration can occur between music institutions (Temmerman, 2001); academics creating a musical play for pre-schoolers (Poston-Anderson & de Vries, 2000); in musicology presentations and the assessment of peers’ performance (Hunter, 2006); and professionally, the composer as collaborator (Hayden & Windsor, 2007; Hannan, 2006), piano duo collaborations (Blank & Davidson, 2007) and collaborative pairs or groups (artists, writers, composers) (Brooks, 1993; John-Steiner, 2000). While inter-arts collaborations at professional and primary level have been examined, there is little research on inter-arts collaboration in the tertiary environment.…”

Section: Introductionmentioning

confidence: 99%

Inside the collaborative inter-arts improvisatory process: Tertiary music students’ perspectives

Blom

2011

Psychology of Music

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While research has explored aspects of inter-arts collaboration at professional and primary level, there is little on inter-arts collaboration in the tertiary environment. This article explores aspects of the learning of tertiary music students undertaking a short-term collaborative inter-arts improvisation project with dance and theater peers, focusing on how and what learning occurs within the inter-arts collaborative improvisatory environment and the role of the individual in collaboration. Collaboration occurred most commonly through a homogeneous style within a complementary or co-equal approach. A rationale and structural elements, time, space and resources were important and learning occurred through different styles of dialogue – verbal, especially ‘cumulative’ in style, music and movement. The literature and the study’s findings noted several stages in the transformation of existing knowledge and of the individual through collaborative activities, and the majority of responses were in the first levels. This information could serve as a guide for teachers of tertiary collaborative inter-arts improvisation for the type of planning needed in relation to student levels, structure, time, project design, space and resources, and the learning likely to occur.

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Section: Introductionmentioning

confidence: 99%

Inside the collaborative inter-arts improvisatory process: Tertiary music students’ perspectives

Blom

2011

Psychology of Music

View full text Add to dashboard Cite

show abstract

Intermedia collaboration forThe Flood

Cited by 1 publication

References 3 publications

Inside the collaborative inter-arts improvisatory process: Tertiary music students’ perspectives

Inside the collaborative inter-arts improvisatory process: Tertiary music students’ perspectives

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