Devising Drum Kit Repertoire for Higher Instrumental Popular Music Education (HIPME)-Towards a Collaborative Learning Model (Cle
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University of Huddersfield Repository Francis, Paul Alexander Devising Drum Kit Repertoire for Higher Instrumental Popular Music Education (HIPME):Towards a Collaborative Learning Model Original Citation Francis, Paul Alexander (2019) Devising Drum Kit Repertoire for Higher Instrumental Popular Music Education (HIPME):Towards a Collaborative Learning Model. Doctoral thesis, University of Huddersfield. This version is available at http://eprints.hud.ac.uk/id/eprint/34859/ The University Repository is a digital collection of the research output of the University, available on Open Access. Copyright and Moral Rights for the items on this site are retained by the individual author and/or other copyright owners. Users may access full items free of charge; copies of full text items generally can be reproduced, displayed or performed and given to third parties in any format or medium for personal research or study, educational or not-for-profit purposes without prior permission or charge, provided: • The authors, title and full bibliographic details is credited in any copy; • A hyperlink and/or URL is included for the original metadata page; and • The content is not changed in any way. For more information, including our policy and submission procedure, please contact the Repository Team at: [email protected]. http://eprints.hud.ac.uk/ Devising Drum Kit Repertoire for Higher Instrumental Popular Music Education (HIPME): Towards a CollaBorative Learning Model Paul Alexander Francis A thesis suBmitted to the University of Huddersfield. In partial fulfilment of the requirements of the degree of Doctor of Philosophy. The University of Huddersfield FeBruary 2018 i. The author of this thesis (including any appendices and/or schedules to this thesis) owns any copyright in it (the “Copyright”) and s/he has given the University of Huddersfield the rights to use such Copyright for any administrative, promotional, educational and/or teaching purposes. ii. Copies of this thesis, either in full or in extracts, may only Be made in accordance with the regulations of the University Library. Details of these regulations may be oBtained from the LiBrarian. This page must form part of any such copies made. iii. The ownership of any patents, designs, trademarks and any and all other intellectual property rights except for the Copyright (the “Intellectual Property Rights”) and any reproductions of copyright works, for example graphs and tables (“Reproductions”), which may be described in this thesis, may not Be owned By the author and may Be owned By third parties. Such Intellectual Property Rights and Reproductions cannot and must not Be made available for use without the prior written permission of the owner(s) of the relevant Intellectual Property Rights and/or Reproductions. 2 Table of Contents LIST OF FIGURES .............................................................................................................................................. 5 ABSTRACT .......................................................................................................................................................... 6 INTRODUCTION ................................................................................................................................................ 7 CHAPTER 1: THEORIES OF LEARNING ................................................................................................... 17 1.1 Behaviourist ............................................................................................................................................................ 18 1.2 Constructivist .......................................................................................................................................................... 19 1.3 Socio-Cultural ......................................................................................................................................................... 20 CHAPTER 2: DRUM KIT RESOURCES AND PEDAGOGY – PROBLEMATISING CURRENT PRACTICE ......................................................................................................................................................... 25 2.1 Online Resources ................................................................................................................................................... 25 2.2 Publications ............................................................................................................................................................. 27 2.3 Current Practice .................................................................................................................................................... 32 CHAPTER 3: CONSULTATIONS: QUESTIONING THE HIPME COMMUNITY .................................. 37 3.1 The Method .............................................................................................................................................................. 38 3.2 The Responses ........................................................................................................................................................ 40 3.3 The Approaches and Compositions ............................................................................................................... 47 3.4 Self-Learning / Peer learning – Tell Me in the Morning ...................................................................... 47 3.5 Master Apprentice – Marli’s March .............................................................................................................. 49 3.6 Instrument Specific Group Learning – I’m Gone ..................................................................................... 49 3.7 Multi-Instrumental Group Learning – Move the Groove ..................................................................... 50 3.8 The Responses to A New Approach ............................................................................................................... 52 3.8.1 Self-learning – Tell Me in the Morning ............................................................................................................. 52 3.8.2 Peer Learning – Tell Me in the Morning .......................................................................................................... 54 3.8.3 Master Apprentice – Marli’s March ................................................................................................................... 58 3.8.4 Instrument-Specific Group Learning – I’m Gone ......................................................................................... 61 3.8.5 Multi-Instrumental Group Learning – Move the Groove .......................................................................... 66 CHAPTER 4: NEW COMPOSITIONS EMBODYING THEORIES OF LEARNING AND COMPOSITION COMMENTARY: TOWARDS A FRESH APPROACH TO DRUM KIT TEACHING STUDIES ........................................................................................................................................................... 77 MARLI’S MARCH ................................................................................................................................................................ 85 MASTER APPRENTICE LEARNING .................................................................................................................................... 85 TELL ME IN THE MORNING .............................................................................................................................................. 90 SELF-LEARNING / PEER LEARNING ................................................................................................................................ 90 Tell Me in the Morning – Bass and Guitar ......................................................................................................... 93 I’M GONE ............................................................................................................................................................................. 97 INSTRUMENT SPECIFIC GROUP LEARNING ..................................................................................................................... 97 I’m Gone - Bass and Guitar .................................................................................................................................... 102 MOVE THE GROOVE ........................................................................................................................................................ 106 MULTI-INSTRUMENTAL GROUP LEARNING ................................................................................................................ 106 Move the Groove - Bass and Guitar .................................................................................................................. 109 4.1 Composition Commentary ............................................................................................................................. 118 4.2 Marli’s March – Master Apprentice ........................................................................................................... 120 4.3 Tell Me in the Morning – Self-Learning / Peer learning ................................................................... 122 4.4 I’m Gone – Instrument-Specific Group Learning .................................................................................. 124 4.5 Move the Groove – Multi-Instrumental Group Learning .................................................................. 125 CONCLUSIONS: