Sounds of Progress in the Academy: An Emerging Creative Partnership

Main Article Content

Peggy Duesenberry
Lecturer in Research, Scottish Music, Royal Scottish Academy of Music and Drama, Glasgow, Scotland

Raymond MacDonald
Professor of Music Psychology, Glasgow Caledonian University

Keywords

music and disability, Sounds of Progress, Royal Scottish Academy of Music and Drama (RSAMD)

Abstract

This paper provides a project overview of an emerging partnership between Scotland’s national conservatoire, the Royal Scottish Academy of Music and Drama (RSAMD) and Sounds of Progress (SoP), a music training and theatre production company specializing in working with people with disabilities.  The paper seeks to introduce this partnership and its institutional context, to relate current work to previous research on other SoP projects, and to give an overview of some issues arising from the workshops, including professional training, new artistic possibilities, and integration with non-disabled musicians.
Abstract 359 | PDF Downloads 132 Word Downloads 135 Text Downloads 181

References

Barnes, C. (2000). A working social model? Disability, work and disability politics in the 21st century. Critical Social Policy, 20(4), 441-457.

Barnes, C. (2007). Disability, higher education and the inclusive society. British Journal of Sociology of Education, 28(1), 135-145.

Corker, M. (2000). The UK Disability Discrimination Act - disabling language, justifying inequitable social participation. In L. P. Francis & A. Silvers (Eds.), Americans with disabilities: Exploring implications of the law for individuals and institutions (pp. 357-370). NY: Routledge.

Disability Rights Commission (2006). Further and higher education institutions and the Disability Equality Duty: Guidance for Principals, Vice-Chancellors, governing boards, and senior managers working in further and higher education institutions in England, Scotland and Wales. http://www.drc.org.uk/pdf/Further_and_higher_education_institutions_and_the_DED_guidance2006.pdf

Fulton, C. J. (2004). Miami soundscapes: An adapted educational model for the study of ‘home'. Paper presented at the British Forum for Ethnomusicology Annual conference, University of Aberdeen.

Girolametto, L., Verbey, M., & Tannock, R. (1994). Improving joint engagement in parent child interaction: An intervention study. Journal of Early Intervention, 18, 155-167.

Harris, S., Kasari, C., & Sigman, M. D. (1996). Joint attention and language gains in children with Down syndrome. American Journal on Mental Retardation, 100, 608-619.

Hellier-Tinoco, R. (2005). Becoming-in-the-world-with-others: Inter-Act Theatre Workshop. Research in Drama Education, 10(2), 159-173.

Ineland, J. (2005). Logics and discourses in disability arts in Sweden: a neo-institutional perspective. Disability and Society, 20(7), 749-762.

Jung, K. E. (2003). Chronic illness and academic accommodation: Meeting disabled students' "unique needs" and preserving the institutional order of the university. Journal of Sociology & Social Welfare, 30(1), 91-112.

Kartomi, M., & Mendonca, M. (2001). Gamelan. In S. Sadie (Ed.), The new Grove dictionary of music and musicians (pp. 497-507). London: MacMillan.

Kasari, C., Freeman, S., Mundy, P., & Sigman, M. D. (1995). Attention regulation by children with Down syndrome: Coordinated joint attention and social referencing looks. American Journal on Mental Retardation, 100, 128-136.

Knox, R. (2004). Adapted music as community music. International Journal of Community Music, 1(1). http://www.intljcm.com/articles/knox.html

Kuppers, P. (2000). Accessible education: Aesthetics, bodies and disability. Research in Dance Education, 1(2), 119-131.

Lindsay, J. (1989). Javanese gamelan: Traditional orchestra of Indonesia. Oxford: Oxford University Press.

Linton, S. (1998). Claiming disability: Knowledge and identity. New York: New York University Press.

Lubet, A. (2004). Tunes of impairment: An ethnomusicology of disability. The Review of Disability Studies, 1(1), 133-156.

MacDonald, R. A. R., Davies, J. B., & O'Donnell, P. J. (1999). Structured music workshops for individuals with learning difficulty: An empirical investigation. Journal of Applied Research in Intellectual Disabilities, 12(3), 225-241.

MacDonald, R. A. R., & Miell, D. (2000). Creativity and music education: The impact of social variables. International Journal of Music Education, 36, 58-68.

MacDonald, R. A. R., & Miell, D. (2004). Musical collaboration. In K Littleton & D. Miell (Eds.), Learning to collaborate, collaborating to learn understanding and promoting educationally productive collaborative work (pp. 133-146), New York: Nova Science.

MacDonald, R. A. R., Miell, D., & Hargreaves, D. J. (Eds.). (2002). Musical identities. Oxford: Oxford University Press.

MacDonald, R. A. R., Miell, D., & Morgan, L. (2000). Social processes and creative collaboration in children. European Journal of the Psychology of Education, 15(4), 405-416.

MacDonald, R. A. R., Miell, D., & Wilson, G. B. (2005). Talking about music: a vehicle for identity development. In D. Miell, R. A. R. MacDonald, D. J. Hargreaves (Eds.), Musical communication (pp. 321-338). Oxford: Oxford University Press.

Miell, D., & MacDonald, R. A. R. (2000). Children’s creative collaborations: The importance of friendship when working together on a musical composition. Social Development, 9(3), 348-369.

Miell, D., MacDonald, R. A. R., & Hargreaves, D. J. (Eds.). (2005). Musical communication. Oxford: Oxford University Press.

Morales, M., Mundy, P., & Rojas, J. (1998). Following the direction of gaze and language development in 6-month-olds. Infant Behavior and Development, 21, 373-377.

O’Donnell, P. J., MacDonald, R. A. R., & Davies J. B. (1999). Video analysis of the effects of structured music workshops for individuals with learning difficulties. In D. Erdonmez & R. R. Pratt (Eds.), Music therapy & music medicine: Expanding horizons (pp. 219-228). Saint Louis: MMB Music.

Quality Assurance Agency for Higher Education (1999). Code of Practice for the assurance of academic quality and standards in higher education: Section 3: Students with disabilities. The Quality Assurance Agency for Higher Education. http://www.qaa.ac.uk/academicinfrastructure/codeOfPractice/section3/default.asp

Roth, D., & Leslie, A. M. (1998). Solving belief problems: Toward a task analysis. Cognition, 66, 1-31.

Sanger, A., & Kippen, J. (1987). Applied ethnomusicology: The use of the Balinese Gamelan in recreational and educational music therapy. British Journal of Music Education, 4(1), 5-16.

Sigman, M. (1998). Change and continuity in the development of children with autism. Journal of Child Psychology and Psychiatry and Allied Disciplines, 39, 817-827.

Sounds of Progress (n.d.) http://www.sop.org.uk/

Sutherland, A. (2003). Celebrating disability arts. London: Arts Council England.

Tomasello, M. (1992). The social bases of language acquisition. Social Development, 1, 67-87.

Tomasello, M. (1995). Joint attention as social cognition. In C. Moore, P. J. Dunham, et al. (Eds.), Joint attention: Its origins and role in development (pp. 103-130). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

Vancouver Adapted Music Society. (n.d) http://www.disabilityfoundation.org/vams/about.htm

Article Sidebar

PDF Word Text
Published
Nov 28, 2014

Article Details

Issue
Vol. 4 No. 1
Section
Forums

RDS Journal is an open-access journal, create a free account to read full articles and to submit a proposal. For visual arts and multimedia, submission will be considered evidence that you are offering RDS the right to display your work without penalty, compensation or royalties.

Author Biographies

Peggy Duesenberry, Lecturer in Research, Scottish Music, Royal Scottish Academy of Music and Drama, Glasgow, Scotland

Peggy Duesenberry, Ph.D., is a fiddler and ethnomusicologist with a special interest in Scottish music.  She was awarded a Fulbright Scholarship for research for her Ph.D. thesis “Fiddle Tunes on Air:  A Study of Gatekeeping and Traditional Music at the BBC in Scotland, 1923 – 1957” (University of California Berkeley, 2000).  More recently, her own experience of disability has led to an interest in disability studies.  She is currently Lecturer in Research, Scottish Music, at the Royal Scottish Academy of Music and Drama in Glasgow, Scotland where she supervises research students with topics in ethnomusicology and practice-based research.  Contact Info:  RSAMD, 100 Renfrew Street, Glasgow G2 3DB, Scotland.  Email:  [email protected]  http://www.rsamd.ac.uk/research/Peggy.htm

Raymond MacDonald, Professor of Music Psychology, Glasgow Caledonian University

Raymond MacDonald, Ph.D., is Professor of Music Psychology at Glasgow Caledonian University. His Ph.D., from The University is Glasgow, investigated the educational and therapeutic effects of music workshops for individuals with disabilities. He is currently editor of the Journal Psychology of Music and an associate editor of The International Journal of Music Education and The Jazz Research Journal. He has published over 70 research papers and presented over 100 conference presentations. He is co-editor of two books, Musical Identities and Musical Communication, both published by Oxford University Press. He has also been Artistic Director for Sounds of Progress.  He currently supervises 10 Ph.D. students investigating such topics as music therapy, music education, and musical identities, and he is the head of the Glasgow Caledonian Music Research Group.  As a saxophonist and composer he performs internationally and has recorded many CDs.  Contact Info:  Department of Psychology, Glasgow Caledonian University, Cowcaddens Road, Glasgow G4 0BA, Scotland.  Tel.: +44 (0) 141 331 3971.  Email: [email protected] http://www.gcal.ac.uk/sls/Psychology/staff/macdonald/index.html