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.

摘要

本案例研究的目的是探讨Dalcroze启发的活动可以在多大程度上促进作为音乐实践（CoMP）社区的合唱团的集体学习。研究干预是在南非豪登省Germiston的一个新成立的多民族高中合唱团中进行的。数据来源包括深入的半结构化访谈，研究人员的彩排和音乐会现场笔记，每周彩排的录像带，以及为每次彩排制定的课程计划。这些数据是在Wenger（1998）提出的集体学习社会理论的概念框架内进行分析的，并由Murillo（2011）提出的以下概念进行了扩展：（1）参与实践（边做边学）；（2）一个音乐实践社区（作为归属地学习）；（3）个人身份的建构（即学即成）；（4）意义协商（即体验式学习）。这些发现扩展了集体学习的理论框架。研究发现，达克罗兹（Dalcroze）启发的活动培养了集体学习的能力，并构成了合唱团作为CoMP参加合唱团的归属感的重要组成部分。