Living and learning through song. Item Type Thesis or dissertation Authors Poole, Simon E. Citation Poole, S. E. (2019). Living and learning through song (Doctoral dissertation). University of Chester, United Kingdom. Publisher University of Chester Rights Attribution-NonCommercial-NoDerivatives 4.0 International Download date 28/09/2021 07:32:23 Item License http://creativecommons.org/licenses/by-nc-nd/4.0/ Link to Item http://hdl.handle.net/10034/622783 Simon Poole EdDoc Thesis Page 0 of 231 Poole, S. E., January 2019, EdDoc Simon Poole EdDoc Thesis Living and learning through song January 2019 Name: Simon Poole Word Count: 54,000 PR8009: Thesis Level: 8 credits: 50% weighting Module Leader: Prof. Jeff Adams Thesis submitted in accordance with the requirements of the University of Chester for the degree of Doctor of Education by Simon Ellis Poole. The material being presented for examination is my own work and has not been submitted for an award of this or another HEI except in minor particulars which are explicitly noted in the body of the thesis. Where research pertaining to the thesis was undertaken collaboratively, the nature and extent of my individual contribution has been made explicit. Reproduction of the front cover image ‘Twilight Roam‘ with kind permission of the copyright holder of the artwork and photograph, Louisa Boyd © Louisa Boyd, 2012 Signed: Date: Page 1 of 231 Simon Poole EdDoc Thesis For Lou and Florrie I believe the power of observation in numbers of very young children to be quite wonderful for its closeness and accuracy. Indeed, I think that most grown men who are remarkable in this respect may… be said not to have lost the faculty, than to have acquired it; the rather, as I generally observe such men retain a certain freshness, and gentleness, and capacity of being pleased, which are also an inheritance they have preserved from their childhood. Charles Dickens, David Copperfield, Chapter II Opportunities to see and hear things; new things, old things, strange things, beautiful things, fun things and ferocious things; things that mobilise, confuse and move; things that comfort, and things that inspire. A world with opportunities to see and hear, yes. But so much more: a world of opportunities to create – where everyone has substantial and sustained choices about what to do, what to make, what to be; with everyone drawing freely on their own powers and possibilities; their (individual and collective) experiences, ideas and visions. This is cultural democracy. This is when people have the substantive social freedom to make versions of culture. It is a state of the world that is possible. Wilson, N., et al., 2017 Page 2 of 231 Simon Poole EdDoc Thesis Acknowledgements The greatest and deepest appreciation must first be expressed to my long- suffering wife, Louisa. Always the most incredibly supportive of people, she has with unwavering selflessness helped me achieve the writing of this thesis and its accompanying 17-minute, 100-voice, choral piece not to mention the perambulography. She has been there through the tears and done her best to sound interested when I have been excited about a discovery or connection in my work. Needless to say, I could not have written anything without her: She is so much more than a mere muse. To Florrie, for looking after her daddy who was ‘going to work’, and always popping into my study to interrupt me and make sure I had enough play, kisses, cuddles, imaginary scenarios of danger, and discussions about animals far and wide, but particularly beavers, moose and elk for some reason? Jeff, Allan, Tony and Emma, who as my supervisors, mentors and senseis have been great support too, offering the perfect blend of matter-of-factness, care, and challenge. I have found my position not just within academia but within the world, during our escapades, research, talks, and expressions of practice. I am indebted for their help, their encouragement and quite frankly their friendship. While I will always recognise them as sensei, we have shared too many experiences for me to view our connections as purely professional and them as just colleagues. They have been critical friends of the closest order. Thanks also must go to ‘the loose kites’, who know me like nobody else, and whom I have spent more hours performing with than simply chatting. Particular thanks to the keys player Mikey who spent many an evening in discussion with me and helping over a couple of Speysiders especially during composition. Appreciations must be extended to the Print unit; Dave, a fellow Cheshiremon who helped with capturing video footage; and the Gladstone library too, who awarded me a scholarly bursary which provided me with the quiet that enabled me to polish up my final draft into what follows. I would also thank friends and family for being there, despite not always understanding my endeavour, or my need to undertake it. And to those who are no longer with us, who continue to inspire me: My Dad; Moloyko Bogunovic; and my Grandpa for understanding me more than most, and for being the best friend anyone could have wished for. Finally, I would thank Alex and Anna, who have both bent over backwards to accommodate my studies around my work. Being urged on by the belief of others in you is the most humbling of motivators, but one which breeds a determination through gratitude. Thanks to all. Page 3 of 231 Simon Poole EdDoc Thesis Module Submissions before the Thesis PR7001: Research Methods for Professional Enquiry - Considering the relationship between the professional identity of male educators who are also musicians and the marginalisation of the foundation subjects in the new curriculum. This folkloristic study, concerned itself with the oral tradition and transmission of beliefs within a folk group; in this case an occupational folk group. Specifically, it was the intention to explore the educational, philosophical beliefs and concomitant curriculum ideologies of a group of male musicians, who were also teachers. Tensions between the participant’s beliefs, identity, and profession were explored; and whether these tensions manifested in any way as a folkloric item: That is to say rather crudely, a belief passed down orally through generations. PR7002 Social Theory and Education: Key Issues and Debates - Rancière and the demise of the book. This paper was concerned with the future of the physical book, and what participants knew and perhaps held dear about it as an object. As something treasured, stored, loved and remembered. It drew as inspiration and data upon a question posed by Preston: ‘Is the demise of the book imminent?’, and the debate held by members of MirandaNet over a couple of days in response to the question. It was a paper that dealt with the books hypothetically anachronistic existence within the digital world of technology. Rancière’s work and the theoretical debates that his works present were first critically engaged with as the lens for the study. Then by systematic identification and exploration of the benefits and drawbacks of Rancière’s theoretical approaches, their relevance to social issues was highlighted through a folkloristic perspective. Finally, given this relevance, Rancière’s ideas were applied to the field of educational theory and practice, and original interpretations in exploring ‘the demise of the book’ were offered. PR7003 - Policy Analysis for Integrated Services - The paradox of creativity in the forming of the ‘National Plan for Music’ policy It was the intention of this policy analysis to consider the place of creativity within the curriculum, given its current trajectory, specifically regarding its place within the learning and teaching of music. In order to undertake this, a theoretical framework based upon the ‘policy cycle approach’ developed by Ball and others (Bowe et al., 1992; Ball, 1994a) was used to present one possibility of a trajectory analysis: trajectorial possibility analysis if you will. The theoretical framework distinguishes a number of different contexts, in order that a policy can be analysed in the varying stages of its existence: from its incipience to its implementation. As such, while two different texts were considered, one text in particular: a ‘Review of Music Education in England’ (Henley, 2011), as the incipience of the trajectory, was focused upon. This paper concluded with a brief evaluation of the text and the impact it has had on education practices. PR7005: Creativity in Practice – Component 1 - A composition entitled – “Sparrows on the roof.” While this choral song was written in satisfaction for a component of my doctoral study. It was also performed with colleagues at the University of Bethlehem, and for a keynote speech at the annual Lapidus International Conference on autoethnography and songwriting. Page 4 of 231 Simon Poole EdDoc Thesis PR7005: Creativity in Practice – Component 2 - A comparative analysis of the creative process of a composer Considering various theoretical frameworks, such as the psychological investigations already undertaken which present the processes of ‘intuitive’ and ‘rational’ composers (Dingwall, 2008; Warnock, 1976), it was the aim of this critical reflection to enable a more holistic perspective on the existence of these two compositional types. Furthermore, this critical reflection was contextualised and supported through the professional application of creative practice in the writing of a choral piece and via the analysis of my own songwriting process in the making of it. The latter was achieved by utilising Cropley and Cropley’s (Cropley & Cropley, 2008) ‘Extended Phase Model of the Creative Process’, in the hope it might have led to a more informed pedagogy of songwriting, for myself and more broadly. Intrinsically, this critical reflection contemplated the educational context in the development of the creative process of songwriting to better appreciate how and why it seemed to be so important in the process of songwriting.