ATHABASCA UNIVERSITY AN EXPLORATION OF THE POTENTIAL OF MUSIC AND NARRATIVE SONG AS AN INSTRUMENT FOR LEARNING, WITH A FOCUS ON DISTANCE EDUCATION BY Kirk Longpré A thesis submitted to the Athabasca University Governing Council in partial fulfilment of the requirements for the degree of MASTER OF DISTANCE EDUCATION Athabasca, Alberta April, 2004 DEDICATION I would like to dedicate this thesis in memory of my father, Bernard Longpré, for demonstrating to me the significance of hard work and instilling the value of education. iii ABSTRACT This thesis uses the qualitative research methodologies of Educational Criticism and Grounded Theory to explore whether expressive culture in the form of popular narrative song can play a constructive role as an instrument or agent for learning in the context of distance adult education. In chapter one, the author provides a theoretical framework for incorporating popular narrative song into the distance adult learning experience. Chapter two reviews the research literature related to the themes discovered through the interview process involving eighteen individuals that served as the foundation for this study and the research literature associated with several theories of adult learning. In chapter three, the methodology of Educational Criticism and Grounded Theory is explained, the informants and the research sites are described. In chapter four, the themes that evolved as a result of the researcher’s interviews are analysed and presented. Chapter five provides an examination of the relationship between the eight themes that were discovered through analysis and several adult learning theories. In the final chapter, the author reflects on the implications of the relationship between popular narrative song and distance adult learning, and draws conclusions regarding the use of popular narrative song and distance adult education. Conclusions drawn from the research are discussed in portions entitled “Theme 8: Overcomes Distance,” and “Implications of this Research to the Field of Distance Adult Learning.” The chapter closes with recommendations for further study and with reflections on the research. The author suggests that there is sufficient justification, supported by research literature, and brought to life by the experiences, thoughts and reflections of those with an intimate knowledge of song for incorporating popular narrative song into appropriate distance adult learning experiences. Also included are the lyrics to twenty-two songs either iv connected in some way to the comments made by, or specifically cited by the informants of this study. v ACKNOWLEDGEMENTS It has been an amazing experience putting this research study together. Many people contributed to the conception and completion of this project. I would like to acknowledge the following individuals for their friendship and encouragement, as well as their inspiration and support throughout my graduate education. • My wife Marion and my children, Nicole and Justin, who were always there for me providing love, comfort, as well as ongoing encouragement and support. • My supervisor, Dr. Patrick Fahy, for his valued suggestions and ongoing support throughout this journey. • Thesis committee members, Dr. Jon Baggaley and Dr. Eila Lamb, for their interest in my study and their contributions to my learning. • Dr. Bruce Spencer who, in my second MDDE course, encouraged and stimulated my curiosity relative to song and adult learning. • To my Research Validation Team, Mr. Colin Campbell and Mr. Fred Hagan, who took the time to read, comment, and contribute their insight into my research findings. • Athabasca University, Centre for Distance Education Administrative Assistant, Glenda Hawryluk who, from a distance, has always provided constant, cheerful, professional and personal support. • The Graduate Student Disciplinary Research Fund (GSDRF) committee who generously contributed funding support for my research. • Finally, my sincere appreciation to all the singers, songwriters, and musicians who were willing to spend time with me. All who were involved, were supportive, hospitable, vi inspirational, and so generous with their time and so passionate about their work. Their openness and rich insights gave me strength to carry on. I am eternally grateful. vii TABLE OF CONTENTS CHAPTER I.................................................................................................................... 1 Background ........................................................................................................................ 1 Statement of Purpose.......................................................................................................... 3 Significance of the Study ................................................................................................... 5 Assumptions of the Study .................................................................................................. 7 Research Questions ............................................................................................................ 7 Limitations ......................................................................................................................... 8 Delimitations ...................................................................................................................... 8 The Researcher’s Role ....................................................................................................... 8 Definitions........................................................................................................................ 10 Overview of the Chapters................................................................................................. 14 Summary .......................................................................................................................... 15 CHAPTER II................................................................................................................. 16 Research in Education and the Arts ................................................................................. 17 Themes Associated with Song ......................................................................................... 19 Adult and Distance Learning Theories............................................................................. 30 Summary .......................................................................................................................... 31 CHAPTER III ............................................................................................................... 33 Characteristics of Qualitative Research ........................................................................... 33 The Tenets of Educational Criticism................................................................................ 36 Description ....................................................................................................................... 37 Interpretation .................................................................................................................... 38 Evaluation......................................................................................................................... 39 Thematics ......................................................................................................................... 40 viii The Tenets of Grounded Theory ...................................................................................... 41 Collection Strategies ........................................................................................................ 43 Population Sample............................................................................................................ 43 Ethical Issues.................................................................................................................... 47 Interview Process ............................................................................................................. 48 Pilot Study........................................................................................................................ 51 Research Validation Team ............................................................................................... 53 Trustworthiness ................................................................................................................ 54 Data Analysis ................................................................................................................... 57 CHAPTER IV ............................................................................................................... 62 Background of Informants ............................................................................................... 62 Description & Interpretation ............................................................................................ 68 Theme 1: Song as a Means of Communication................................................................ 70 Category: Not Preaching .................................................................................................. 74 Category: Communication ............................................................................................... 75 Theme 2: Reflect Human Experience .............................................................................. 80 Category: Revelation........................................................................................................ 80 Category: Ability