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Dissertations / Theses on the topic 'Voice practice'
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1
Chaffey, Sarah. "Voice in Motion: Connecting voice, acting and movement in contemporary dance." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2399.
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This Masters by Research (Performing Arts) explores the integration of voice and acting fundamentals into contemporary dance practice to prepare the dancer to deliver spoken text and convey character in performance. The inquiry was motivated by the increasing demand of the interdisciplinary dance practitioner, or more specifically, the contemporary dancer-actor. The research has involved engaging with industry, performance, ongoing studio practice and experimental workshops. The research asked how might voice and acting fundamentals be integrated into contemporary dance practice and how will this influence the dance artist in creative process and performance? The practice as research methodology involved an immersive and responsive research design. I participated in Australian dance theatre company Force Majeure’s annual dance theatre intensive, INCITE, with interest into the training tools developed by Danielle Micich which then led to taking on the lead role in the premiere of Rubber Girl on the Loose by CAKE, Singapore. Critical reflection highlighted the necessary considerations to be made by directors to address the needs for contemporary dancers when undertaking movement and text-based performance. Studio practice and experimental workshops took place after this performance season with the aim to explore various approaches to developing vocal and breath support and acting fundamentals. Addressing vocal needs has resulted in a series of recommended training exercises to develop awareness of breath and flexibility in the tension and release of crucial muscles used in respiration and spinal support. The exercises are designed to develop coordination in the activation and release of the abdominal muscles to assist dancers with speaking text atop rigorous dance movement and speaking while involved in more pedestrian actions. Video documentation and written analysis reflect the various challenges and the insight gained in the process of developing an integrated training practice.
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Fellows, Kara S. "Typecast: the voice of typography." Thesis, University of Iowa, 2009. https://ir.uiowa.edu/etd/357.
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The hypothesis that this project aims to investigate is this: That through the arrangement of letterforms in space, a graphic designer can manipulate this voice in order to deliver a nuanced impression of language as it is intended to be heard.
As a graphic designer, my job is to communicate meaning visually. When my choice of typography aids in the assignment of proper tone of voice to words, communication is made more clear. In the typographic studies I've created in the course of this exploration, I've tried to establish the pitch, tone, and volume of typographic voice by manipulating how words look. I've created compositions that explore how we see and hear language through typography, in order to assemble data that supports my hypothesis.
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Ferrell, Rosemary Kaye. "Voice in Screenwriting: Discovering/Recovering an Australian Voice." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/2004.
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This creative practice research explores the concept of an identifiable screenwriter’s voice from the perspective of screenwriting as craft, proposing that voice can be understood and described based on its particular characteristics. Voice is understood to be the authorial presence of the screenwriter, whose mind shapes every aspect of the text. This presence is inscribed in the text through the many choices the screenwriter makes. More than this, the research argues that the choices made inflect the text with a cultural-national worldview. This occurs because of the close association between voice and personal (including cultural/national) identity, and because of the power of textual elements to signify broader concepts, ideas and phenomena belonging to the actual world.
The thesis includes an original feature film screenplay evidencing a particular Australian voice, and an exegesis which describes voice and national inflection more fully. The practice research began with the interrogation of voice in a previously-existing screenplay which, though an original work written by an Australian screenwriter – myself – was described as having an American voice. Voice and its mechanisms were then further investigated through the practice of writing the original screenplay, Calico Dreams. Theories of voice from within literary theory, and the concept of mind-reading, from cognitive literary theory, acted as departure points in understanding voice in screenwriting. Through such understanding a conceptual framework which can assist practitioners and others to locate aspects of voice within a screenplay, was designed. This framework is a major research outcome and its use is illustrated through the description of voice in the screenplay, Calico Dreams.
The research found that screenwriter’s voice serves to unify and cohere the screenplay text as an aesthetic whole through its stylistic continuities and particularities. Through the voice, the screenwriter also defines many of the attributes and characteristics of the film-to-be. A theory of screenwriter’s voice significantly shifts the theoretical landscape for screenwriting at a time when an emerging discourse of screenwriting is developing which can enrich understandings of the relationship between the screenplay and its film.
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Pletz, Janet, and University of Lethbridge Faculty of Education. "Literature-as-lived in practice : young children's sense of voice." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2008, 2008. http://hdl.handle.net/10133/730.
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This study, situated in classroom practice and grounded in pedagogic wakefulness
(Clandinin and Connelly, 2000), explores the nature of young children’s sense of
voice as indicated through sustained interactions and representations of experiences
with picturebook literature. The naturalistic research site was a grade one classroom
setting in a large urban school. Student engagement and interactions with read-aloud
events and responses to literature through multi-modal representations perpetuated
meaning making and personal relevance. Coding procedures exemplified the nature
of young children’s sense of voice as falling into two broad conceptual categories: (1)
Situated Nature and (2) Experiential Nature. The Situated Nature of young children’s
sense of voice revealed developmental, exploratory, and social sites of student
engagement to literature. The Experiential Nature of young children’s sense of voice
described three specificities of narrativity in their responses to picturebook literature:
Young children’s multi-modal responses were interpreted as representative of Self-
Narrativity, Interpretive-Narrativity, and Aesthetic-Narrativity. The findings
contribute to a reconceptualized literacy curriculum which illuminates personal,
social, and cultural identities, especially young children’s awareness of their
individual sense of voice, developed through picturebook literature in primary
classrooms.xii, 151 leaves : col. ill. ; 29 cm.
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Healy, Kristine. "Imagined vocalities : exploring voice in the practice of instrumental music performance." Thesis, University of Huddersfield, 2018. http://eprints.hud.ac.uk/id/eprint/34692/.
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To play an instrument in a way that is considered “vocal” has been an emblem of artistry for instrumental musicians in the Western classical tradition for centuries. Despite the ubiquity of vocal references in the talk and texts produced within this community, there is little consensus as to what vocality means for instrumental musicians, and few questions are asked of those who claim to advocate for a vocal style of playing. Whilst vocality for instrumentalists has been dealt with in existing scholarship through discussion about the emulation of specific techniques such as vibrato and portamento, by investigating the principles of rhetoric and their relationship to temporal and articulatory issues, and in philosophical commentary on vocality as an ideal to which instrumentalists aspire, attention has not yet been paid to how “voice” is produced and manipulated discursively by instrumental musicians in the social contexts of their professional lives. Therefore, this thesis explores some of the ways in which instrumental musicians construct vocality in contemporary discourse about the practice of performance. In this thesis, a series of excerpts from pedagogical texts on instrumental music performance written in the eighteenth, nineteenth, and twentieth centuries is presented to illuminate a discussion about vocality that has long been ongoing. Subsequently, a discourse approach is taken to the analysis of transcribed excerpts from four audio-visual recordings of instrumental masterclasses, alongside additional excerpts drawn from interviews with instrumental musicians and a variety of other contemporary texts. During the analytical process, two interpretative repertoires—recurring ways in which instrumental musicians construct vocality—are identified: the knowing voice and the disciplined voice. The discursive actions facilitated by musicians’ employment of these repertoires are examined in relation to the discourse excerpts. In response to this analysis, three claims are made. The first is that vocality is polysemic: it is constructed according to the social context and action-orientation of the discourse in which it is embedded. The second is that vocality is linked to the reproduction and naturalisation of normative musical practices. The third is that in musicians’ talk and texts, the construction of musical ideas is entangled with the construction of identities, and stories of voice provide especially rich material for authoring selves in the context of the masterclass. This thesis calls for expert performers to acknowledge, question, and engage critically with the ways in which they produce and perpetuate musical principles in their day-to-day practices, and for them to make space for developing musicians to do the same.
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Brown, Teresa. "Hear our voice : social care workers' views of effective relationship-based practice." Thesis, Queen's University Belfast, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.725491.
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In a context dominated by media reports of the historical institutional abuse of children and young people in residential homes by those adults charged with their care, and where the voice of residential childcare workers is largely silent, this study explores residential care workers views and experiences of effective relationship-based practice. This focus coincides with the resurgence of interest in relationship-based practice and the purpose of the study is to ascertain, from the perspective of residential childcare workers, whether this has translated into practice. Using an exploratory, qualitative approach and informed by Appreciative Inquiry (Al), in-depth, semi-structured interviews were undertaken with 26 residential care workers in the Republic of Ireland to elicit their views and perspectives. The findings highlight that relationship-based practice has not been fully embraced in practice. In attempting to understand why this is the case, the study uses concepts from the sociology of fear to argue that residential childcare practice has been shaped and constrained by a culture of fear that permeates the child welfare system. The effects of this are amplified given the current low status of residential care workers, the impact of media reports and the influence of current discourses around professional practice in which objective and emotionally detached practice is viewed as synonymous with efficiency and effectiveness. The study argues that placing the perspectives of residential childcare workers into the public domain is an important way of contributing to debates and further enhancing an environment conducive to relationship-based practice. It is hoped that this study represents a step in that direction.
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Louw, Brenda, and Linda Vallino. "Person Centered Cleft Care: Evolutionary Practice by Giving Our Clients a Voice." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7756.
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Yu, Wing-chi Gigi. "The effect of practice distribution on the training of laryngeal muscle relaxation." Click to view the E-thesis via HKU Scholors Hub, 2005. http://lookup.lib.hku.hk/lookup/bib/B3827940X.
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Thesis (B.Sc)--University of Hong Kong, 2005."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2005." Also available in print.
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Whitehead, Bryony. "Silent tails : giving a voice to the voiceless : animal welfare in narrative literary journalism." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/9010.
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Includes bibliographical references (74-75).This creative project offers three stories that explore the value and objectives of animal welfare using the genre of narrative literary journalism. The project required extensive fieldwork specific for each article, as well as the careful analysis of the style and history of narrative literary journalism. I have also written a short essay reflecting on the process of writing these articles which clarified for me the learning curve that I have experienced on this project.
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Clancy, Ann. "Perceptions of public health nursing practice On borders and boundaries, visibility and voice." Doctoral thesis, Nordic School of Public Health NHV, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:norden:org:diva-3704.
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Aim: The aim of this comprehensive thesis is to explore different perceptions of public health nursing practice. The intention being to contribute to developing the service, theoretically and practically, in throe with current and future public health needs. Methods: The thesis comprises five studies. Public health nurses, young people, parents and decision makers are interviewed and share their perceptions of public health nursing practice (studies I, II, III and IV). Consultations at local child health clinics, clinics for young people and at school health services are observed (study III). A cross sectional study amongst a sample of doctors, public health nurses, midwives and child protection workers is carried out (study V). The first four studies have an explorative, descriptive design. Study V, with its focus on interprofessional collaboration, is based on the results of studies I, II, and IV. Findings: Study I, a case study, provides a backdrop for the remaining four studies. It focuses on changes the nurses have faced during the period 1984-2005. The results point to issues of visibility and that respect is more important for the nurses than authority or status. Study II is a philosophical study based on interviews with public health nurses. It gives an introduction to the philosophy of Emmanuel Levinas and develops a novel theoretical and practical understanding of aspects of responsibility in public health nursing. Study III shows the importance of relationships with service users in public health nursing practice; and that not only pleasantness but also honesty and openness are important. This study has contributed to further developing models of public health nursing interventions. Decision makers in study IV point to the challenges public health nurses face regarding collaboration, visibility and boundaries. Study V is a cross sectional questionnaire study that focuses on interprofessional collaboration. The results show that size of municipality can influence frequency of meeting points and views on issues relating to collaboration; and that mental health services are those most missed in collaborative relationships. The findings warrant further research and should be of interest when organising municipal health- and social services in Norway. Conclusions: The thesis concludes that service users and decision makers are satisfied with public health nursing services, but that public health nurses face challenges related to collaboration, to boundaries for knowledge and involvement, and in making their health promotive function visibleDenne doktorgradsavhandling: Perceptions of public health nursing practice - on borders and boundaries, visibility and voice, fokuserer på ulike oppfatninger av helsesøsters praksis. Helsesøstre, ungdom, foreldre, samt lokale politikere og administratorer er intervjuet om deres syn på helsesøstertjenesten. Konsultasjoner på helsestasjon for barn, ungdom og i skolehelsetjenesten er observert. Et utvalg av samarbeidspartnere har svart på et spørreskjema om samarbeidsforhold. Avhandlingen består av fem studier. De første fire studier har eksplorativ, deskriptiv design. Studie V er en tverrsnittsstudie som bygger på resultatene fra studiene I,II, og IV. Avhandlingen har til hensikt å løfte frem områder som respondentene mener fortjener oppmerksomhet og som kan ha praktiske og teoretiske implikasjoner for utvikling av tjenesten. Studie I, en case studie danner et bakteppe for de andre studiene. Den fokuserer på endringer i helsesøstertjenesten i perioden 1984-2005. Resultatene fra denne studien peker på helsesøstrenes opplevelse av usynlighet og at respekt er mer viktig for helsesøstrene i studien enn autoritet og status. Studie II er en filosofisk studie basert på intervjuer med helsesøstre. Den gir en introduksjon til Levinas’ filosofi og utvikler en dypere forståelse for teoretiske og praktiske aspekter av etisk ansvar i helsesøsters praksis. Studie III peker på betydningen av relasjoner i helsesøsters praksis. Det var viktig at konsultasjonene var hyggelige for helsesøstrene og brukerne, men ærlighet og åpenhet var også vesentlig for gode relasjoner. Beslutningstakere i studie IV peker på utfordringer helsesøstre har når det gjelder samarbeid, usynlighet, samt grenser for deres kunnskap og involvering. Studie V er en spørreskjemaundersøkelse som fokuserer på samarbeid. Resultatene viser at kommunestørrelse har betydning for hyppighet av møtepunkter og syn på samarbeid og at psykiske helsetjenester er savnet mest i samarbeidsrelasjoner. Disse funn burde være av interesse i fremtidig organisering av helse- og sosialtjenester. Avhandlingen konkluderer med at foreldre, ungdom og beslutningstakere er fornøyde med helsesøstertjenesten, men at helsesøstre står overfor viktige utfordringer i samarbeidsrelasjoner, i forhold til grenser for involvering og i å synliggjøre deres helsefremmende funksjon
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Thornton, Matthew Paul. "Finding Voice, The Body Speaks: Original Work and Counter-Hegemonic Performance and Practice." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4767.
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Graduate study in theatre has allowed me to understand my work as an artist and educator from a critical academic perspective. I have researched Butoh as a model for original work that employs multiculturalism against hegemonic control of personal identity. From my own training experience, I am recognizing Capoeira, Contact Improvisation, and Devising processes (co-creation or collaborative creative process in dance) as counter-hegemonic forms and techniques that share a physical/philosophical emphasis on communal engagement, improvisation, circularity and repetition. Looking at them together provides points of intersection for me to examine them as an artist, while posing questions for cross-cultural investigations. In this process, it has been crucial to consider my personal relationship with these forms along with the aesthetics and values associated
with them, their potential use in academic contexts, and their support as practices to match theoretical discourse towards a pluralistic and multicultural society.
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Couzins, Richard. "Inside out : the under-theorised object and material voice in fine art practice." Thesis, University of Brighton, 2014. https://research.brighton.ac.uk/en/studentTheses/43e6e0bf-6b83-4b78-a232-0dbbed6c3c41.
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The human voice is significant to culture and communication and its agency differs across the heterogeneous discourses within which it is listened to and produced. This thesis assesses what the voice does in Fine Art practice where it is under-theorised but often used by artists. The research questions are: how does a voice register as a material and an object (physical material presence), rather than equating only to the subject who produces it? And how can an artist produce a direct address with their voice? The thesis examines the nature of direct vocal address in Fine Art practice with the installation Trialogue (2013) and with the discussion of case studies that privilege the voice. Trialogue uses three screens to emphasise the action of voices and vocal genres. Four single screen video works are played over three screens during which the audience hears a jazz singer, children and my voice. We are familiar with our voices presenting our selves, but in Fine Art practice the voice is reproduced, and behaves as a material and object. Artworks and theories divide around the reduction and parameters of voice as production of a human subject and as an object in the material world. Therefore the voice is described with a combination of phenomenological, psychoanalytical and cultural theories. The thesis critically examines theories of Dolar (2006), Ihde (2007), Sperber and Wilson (1995), and Bakhtin (1986) in relation to the phenomenon of the voice in Fine Art practice. The thesis describes how the genre, physical space, consequences of reproduction, and action of listening are emphasised by critical Fine Art practice. Bakhtin describes all utterance as having a genre, and phenomenological theories relate voice to perceptual hierarchy and its relationship with the visual realm. The voice is described as a partial object in psychoanalytical theory. The idea of palimpsest is used as a partial space to situate the object voice. The chapters theorise the voice in Fine Art practice as: object and reproduction; the relationship voices have with images in moving image art practice; and the voice and self.
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Mafé, Daniel. "Rephrasing voice : art, practice-led research and the limits and sites of articulacy." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/32131/1/Daniel_Maf%C3%A9_Thesis.pdf.
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While my PhD is practice-led research, it is my contention that such an inquiry cannot develop as long as it tries to emulate other models of research. I assert that practice-led research needs to account for an epistemological unknown or uncertainty central to the practice of art. By focusing on what I call the artist's 'voice,' I will show how this 'voice' is comprised of a dual motivation—'articulate' representation and 'inarticulate' affect—which do not even necessarily derive from the artist. Through an analysis of art-historical precedents, critical literature (the work of Jean-François Lyotard and Andrew Benjamin, the critical methods of philosophy, phenomenology and psychoanalysis) as well as of my own painting and digital arts practice, I aim to demonstrate how this unknown or uncertain aspect of artistic inquiry can be mapped. It is my contention that practice-led research needs to address and account for this dualistic 'voice' in order to more comprehensively articulate its unique contribution to research culture.
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Weir, Dwight. "Using student voice to develop student leadership in an inner city school." Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/14144/.
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The lack of pupil voice activities within my work context influenced the introduction of a variety of opportunities for pupils to contribute to the leadership of their year group. In order for pupils to effectively lead, it was necessary to develop within them leadership skills. With the intention of promoting pupil voice, more specifically consultation and engagement (the lack identified by pupils), were used as the main tool to develop the content and delivery of the leadership development programme. This study assesses the extent to which consultation and engagement could be used to aid student leadership development in an inner city secondary school. During the research, pupils contributed the content for the leadership development programme and dictated how and when the content should be delivered. Pupils were given opportunities to exhibit the skills they developed when they acted as Head of Year and led their own research. Assessment of student leaders’ leadership skills along with their personal testimonies suggests that they developed leadership skills. The research shows that the experience, in which pupils were also given a plethora of engagement and consultation opportunities, helped pupils to overcome individual and collective concerns. The research proposes that consultation and engagement can be used to develop leadership within pupils. This can be done through pupil-influenced content, pupil-influenced tools and pupil-influenced-research. This research has proposed a model to develop leadership within pupils and in so doing makes an original contribution to existing pedagogy and knowledge.
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Andrade, Anne-Louise. "Informing Teaching Practice Through Students’ Perspectives of Their Most Memorable Learning Experiences." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/23668.
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This qualitative study answers the call to include students’ voices in research on learning by listening to students’ perspectives about their learning experiences. Student voice inquiries into learning typically explore students’ perspectives of their learning experiences in school for enhancing teaching practice. The present study explores students’ perspectives of their learning experiences both in and out of school and elicits students’ voices through written narrative, in combination with more common approaches to student voice inquiry. The purpose of which is to inform teaching practice that better supports and facilitates students’ learning. The two research questions that guide this inquiry are: What do senior high school students’ written narratives, focus group discussion, and related written comments about their most memorable learning experiences reveal about their learning? And what do these students’ voices reveal about what they have in common in their learning? The common themes across the 24 student participants are presented as a supportive framework for classroom discussion about most memorable learning experiences. Practical implications are discussed for teaching practice and research with participant co-researchers.
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Nyrén, Emma. "“The Voice of the Voiceless” : News production and journalistic practice at Al Jazeera English." Thesis, Stockholms universitet, Socialantropologiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-116239.
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Abstract This thesis explores how the cultural and social media environments surrounding the journalism of Al Jazeera English are shaped by and shape the channel’s news practices. Al Jazeera English has been described as a contra-flow news organization in the global media landscape and this thesis discusses the different reasons why the channel is described in this way by looking at its origins, aims, characteristics and ideals. Based on interviews with Al Jazeera English journalists, news observations and two field observations in London, I argue that Al Jazeera English brings cultural and social sensitivity to its news reports by engaging with multiple in-depth perspectives, using local reporters and integrating citizen generated material. The channel’s early adoption of online technologies and citizen journalism also contributes to a more democratic news direction and gives the channel a wider spectrum of opinions and perspectives to choose between. By applying a comparative analysis built on similar studies within anthropology of news journalism differences and similarities within the journalistic practices can be detected, comparing Al Jazeera English’s journalism with journalism at other places and news organizations. These comparisons and discussions enables new understandings for how news is produced and negotiated within the global media landscape, and this gives the global citizen an improved comprehension of why the news, which shapes our appreciation of the world, looks like it does. In conclusion, this awareness opens up for a discussion towards a societal transformation that gives space for a more multifaceted journalism distancing itself from one-sided perspectives and institutional censoring.
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Clouse, Bethany K. "The Impact of Video Modeling as Supplemental Home Practice Instruction on Voice Therapy Outcomes." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1461948247.
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Schnackenberg, Joachim Kurt. "Experience focused counselling with voice hearers in training and practice : effectiveness, clinical and social implications." Thesis, University of the West of Scotland, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.768497.
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Steller, Jonathan Jalle. "Do academics dream of polyphonic sheep?: suggestions for voice-based democratic practice in the humanities." Universität Leipzig, 2019. https://ul.qucosa.de/id/qucosa%3A34898.
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Brand, Emily Katherine. "Humanistic Vocal Pedagogy: Exploring a Voice Teacher’s Scope of Practice through a Perspective of Wellness." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461093502.
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Tacke, Daniel Arthur Tacke Daniel Arthur Tacke Daniel Arthur Tacke Daniel Arthur. "Resistance in compositional practice three mediatory works /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p1453233.
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Thesis (M.A.)--University of California, San Diego, 2008.Accompanying disc is DVD-ROM, and contains sound files for recordings of 2nd and 3rd compositions. Title from first page of PDF file (viewed June 25, 2008). Available via ProQuest Digital Dissertations. Reproduced from holograph.
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Mycroft, Anne Lesley. "An exploration of teachers' voice problems and their possible solution." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6764/.
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The vocal demands on teachers in UK classrooms are explored in this mixed methods research which notes how little voice support teachers receive. The study draws on information from a range of fields: literature on voice problems, voice science, actor training, and the perspectives of teachers themselves. First-hand evidence collected through a survey questionnaire and individual interviews gives information of teachers ' voice problems. The study provides also an exploration of how voice quality is influenced by psychophysical use as defined in the Alexander Technique. The Technique was discovered by F.M. Alexander (1869-1955) and is well-known in the preparation of actors for performance. There are different understandings of what Alexander taught; what I set out in this study is the particular basis he passed on which influences my own use and voice. Detailed exploration taking place in a biomechanical laboratory replicated general vocal demand. Considerable quantitative data emerged with results showing that it is feasible to measure voice quality and other changes occurring when the teacher follows a procedure of the Technique to adjust their stance. The research aims to contribute towards knowledge of the teacher's voice, to inform provision for UK teachers, and to demonstrate further research is warranted.
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Thebo, Mimi. "White out: a novel ; and, His master's voice: towards establishing good practice in cross-cultural representation." Thesis, Bath Spa University, 2007. http://researchspace.bathspa.ac.uk/1466/.
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Murray, Russell Eugene. "The Voice of the Composer: Theory and Practice in the Works of Pietro Pontio, Volume 1." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331433/.
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The life, music, and theoretical writings of Pietro Pontio (1532-1596) yield considerable insight into questions of theory and practice in the late sixteenth century. The dissertation places Pontio within his musical and cultural milieu, and assesses his role as both theorist and composer. Volume Two presents an annotated works list for Pontio's compositions, transcriptions of archival documents
used in the study, and transcriptions of representative musical compositions.
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Murray, Russell Eugene. "The Voice of the Composer: Theory and Practice in the Works of Pietro Pontio, Volume 2." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332450/.
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The life, music, and theoretical writings of Pietro Pontio (1532-1596) yield considerable insight into questions of theory and practice in the late sixteenth century. The dissertation places Pontio within his musical and cultural milieu, and assesses his role as both theorist and composer. Volume Two presents an annotated works list for Pontio's compositions, transcriptions of archival documents
used in the study, and transcriptions of representative musical compositions.
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Callaghan, Jean, University of Western Sydney, and School of Science. "The relationship between scientific understandings of voice and current practice in the teaching of singing in Australia." THESIS_XXX_SS_Callaghan_J.xml, 1997. http://handle.uws.edu.au:8081/1959.7/730.
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Scientific knowledge of vocal function and vocal health has increased greatly in recent decades, with new technology capable of displaying the larynx in operation, measuring muscular effort, and acoustically analysing vocal sound. This research addresses five key questions: 1/. What is the current body of voice science knowledge relevant to singing? 2/. What do singing teaching practitioners currently know about the voice? 3/. How do practitioners' understandings of voice influence their teaching of vocal techniques? 4/. How does singing teaching in Australia relate to bel canto precepts? 5/. How does singing teaching in Australia relate to voice science? Data was collected from surveys conducted to answer these questions. Analysis of survey data indicates that practitioners see themselves less as teachers than as singers who teach, and that this role perception carries values that moderate voice knowledge and approaches to teaching. The implications of this conclusion for the professional training of singing teachers in Australia are discussed and suggestions made for further research. In particular, voice scientists and singing teachers need to collaborate more actively in research. Scientific research into singing would have broader application if a model appropriate to both male and female voices were utilised and if larger and better chosen selections of experimental subjects were used. Further research is needed into how the physical skills of singing are best imparted to studentsDoctor of Philosophy (PhD)
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Collins, Nicole Lynn. "Training Auditory-Perceptual Voice Ratings Over Time: Effects on Rater Confidence." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1619161559939641.
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Callaghan, Jean. "The relationship between scientific understandings of voice and current practice in the teaching of singing in Australia /." View thesis, 1997. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030922.122808/index.html.
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Islami, Lander. "Education for Sustainable Development in the Kosovo: The Voice of Youth." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-338512.
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The aim of this project is to explore the state of Education for Sustainable Development (ESD) in Kosovo, from a student's perspective. The education system in Kosovo has for some years undergone reform. The principles of Education for Sustainable Development have been incorporated in ministerial policy and the curriculum. Throughout the past years, numerous research papers and reports have assessed the practice of ESD in Kosovo. An assessment of the voice of youth regarding this topic seems to be lacking. This project contributes towards filling this gap. The results of this study show that official policy in Kosovo makes reference to ESD, yet educational practice remains far from living up to what is desirable and doable in terms of ESD. By and large, this study suggests there is a large gap between the rhetoric of ESD in the education system in Kosovo and the actual practice in schools. Further research is hence needed to provide a more in-depth and representative analysis of ESD in the Kosovo education practice. Moreover, this study concludes that it is increasingly important to recognize the opinion of young people, they are marginalized and have been left out of the decision making about the future of the country. More importantly, youth will determine what Kosovo will be in 10-20 years and therefore they should be heard more strongly and more often.
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GONCALVES, MARCELA VECCHIONE. "THE VOICE OF NATIONAL IDENTITY: RUSSIAN FOREIGN POLICY AS AN EXCLUSIONARY DIALOGICAL PRACTICE OF THE CHECHEN PEOPLE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=8604@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOREsta dissertação pretende refletir sobre o lugar da diferença na relação entre os Estados e a relevância dessa diferença na construção das identidades nacionais por meio de ações de política externa. O objeto de estudo será a Federação russa e sua política externa entre a segunda metade de 1999, quando Vladimir Putin assume o cargo de primeiro-ministro, e os últimos meses de 2001, posteriormente aos ataques do 11 de setembro nos EUA. Parte-se da hipótese de que a política externa russa, nesse período, utilizou o conceito de terrorismo, instituído nesse momento como ameaça aos valores do Estado Democrático de Direito, para justificar a violência contra a Chechênia, república da Federação com intenções separatistas. Fazendo isso, reproduziu-se a identidade nacional russa, mediante reconhecimento e legitimidade interna e externa. Em linhas teóricas gerais e resumidas, buscar-se- á entender a constituição da identidade russa no período citado pelas ações e discursos de política externa e como por meio disso se acentua, com a violência política, a exclusão da diferença interior, a qual será chamada de Outro Interno, pela associação com os que são Outros definidos na relação entre os próprios Estados, o que chamaremos de Outros externos. É importante destacar então que a política externa será não só nosso foco de análise, mas nosso próprio tema, pois identidade e diferença dar-se-ão no contexto de formulação e de ação da mesma.
This dissertation intends to reflect upon the place of difference in the relation between states and the relevance of that same difference in the construction of national identities through foreign policy actions. The object of this study will be the Russian Federation and its foreign policy between the second half of 1999, when Vladimir Putin becomes the prime minister, and the last months of 2001, just after the September 11th in USA. Our hypothesis is that Russian foreign policy, in the quoted period, has come to terms with the concept of terrorism, instituted in this time as a threat of the values of the Democratic Rule of Law, in order to justify the violence against Chechnya, republic of the Federation with separatist intentions. Doing that, the Russian national identity had been reproduced, by acquiring internal and external recognizing and legitimization. In general and summarized theoretical lines, the aim is to understand the constitution of Russian identity in that period through foreign policy actions and discourses and how, going through it, the exclusion of the internal difference, which we are going to call Internal Other, is accentuated by political violence in front of the association with which is considered the Others defined by the relation between the States, which we are going to call External Others. For this reason, it is important to remark that foreign policy will be our focus of analysis, as well as our own theme of discussion, because identity and difference, and the appearance of the Other, will happen in the context of its formulations and actuation.
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Smith, Gillian May. "'Teacher voice' and the struggle for recognition : investigating new teachers' experiences, values and practices in a school in special measures." Thesis, Canterbury Christ Church University, 2016. http://create.canterbury.ac.uk/15817/.
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This thesis considers the relevance of Recognition Theory to school education and contributes to the development of a body of empirical research in this field. Recognition has been defined as an essential component of a just society and a central concern of this study is the promotion of a humane form of schooling which embodies the principles and practices of a just and democratic society. The empirical data were gathered in a focus group and interviews with three new teachers working in a school in special measures. Their experiences and their stories of recognition and misrecognition are analysed using Honneth's Recognition Theory as a framework. The methodology of interpretative phenomenological analysis allows the reader to gain an understanding of what the experience of being a new teacher is like for the three teachers. The combination of Recognition Theory and interpretative phenomenological analysis offers the opportunity for a critical reflection on those experiences. My findings suggest that Honneth's Recognition Theory, informed by a Deweyan understanding of education and its relationship to democracy, and broadened to incorporate an ethic of care, as well as an understanding of Klafki's criticalconstructive pedagogy, has the potential to inform a normative understanding of school as a community in which the values of a just, caring and democratic society can be put into practice. This includes recognising teachers and students as valued members of a community in which their voices are heard and respected. In addition, this thesis draws attention to the need for new teachers to gain a critical understanding of the means and ends of education.
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Rome, Amy. "The voice embodied : a practice-based investigation through the Praxes of Noah Pikes, Enrique Pardo, and Linda Wise." Thesis, University of Central Lancashire, 2007. http://clok.uclan.ac.uk/18915/.
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What is the voice embodied? How is it possible to understand the voice as a gesture: a movement perceived as body? What are the creative processes of expressing voice? An interdisciplinary study into the artistic training and performance of voice, the aim of this thesis is to explore these research questions by examining three contemporary voice practitioners in conjunction with my practice. The practitioners, Noah Pikes, Enrique Pardo, and Linda Wise, are original members from the Roy Hart Theatre (1969-1990). Founded in the 1960s on the pioneering work of the German musician and voice teacher Alfred Wolfsohn (1896-1962), Roy Hart and the Roy Hart Theatre extended Wolfsohn's distinctive interdisciplinary approach to voice training within theatre practice. This investigation brings together the practices of Pikes, Pardo, and Wise for the first time to explore a lineage of Wolfsohn and Hart's work. Examining the practitioners' interdisciplinary methodological approaches to voice training and performance, the research reveals how these original members of the Roy Hart Theatre are challenging conventional methodologies to the way in which the voice of the actor-singer-dancer is trained through practice. My interaction with these international practitioners and their practices produced primary documentary evidence in the form of video footage and interviews. This primary research material presented within the thesis, was filmed in the artists' studios in London, Zurich and Paris over a five-year period, and provides rare experiential insights into these contemporary interdisciplinary approaches to training voice and performance in multicultural professional workshop settings. In addition, the thesis contains DVD recordings of the documentary: 'The Whole Voice' (2002) detailing Pikes' praxis, and my contemporary solo theatre performance: 'The Badlands' (2004). Demonstrating elements of the practices central to my investigation, the performance of the 'The Badlands' should be viewed as one example in practice, of how the ideas explored in the thesis might be realized. Whilst the study of artistically training and performing voice is a practical endeavour, pedagogically the practice poses a number of complex theoretical questions concerning the nature of how the integral brain/body is experienced. My research endeavours to bring theory and practice together. It reveals variations in the practitioners' praxes, including a shift from Wolfsohn, who drew directly from the psychological theories espoused by C.G Jung, to Post-Jungian perspectives. The study explores the significance of this development, placing a particular emphasis upon how agency and the imagination are conceived in practice. Exploring beyond the fundamental Jungian and post-Jungian psychological theoretical frameworks underpinning the practices central to this study, I propose through my practice to examine the significance of extending Wolfsohn's original ideas about the voice embodied from an existential phenomenological line of thought and the parallels this philosophy shares with more recent research stemming from neuroscience.
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Blackbird, Katherine. "The Zeroes Taught Us Phosphorus: Trauma, Silence, and the Recovery of Voice through the practice of creative writing." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1277754144.
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Flewitt, Rosie. "Is every child's voice heard? : longitudinal case studies of 3-year-old children's communicative strategies at home and in a preschool playgroup." Thesis, University of Southampton, 2003. https://eprints.soton.ac.uk/184047/.
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This ESRC funded study investigates how young children integrate a range of multimodal strategies, including talk, body movement, gesture and gaze, to make and express meaning at home and playgroup during their first year in preschool. Using longitudinal ethnogrpahic video case studies of four 3-year-old children, two boys and two girls, this study identifies patterns in the children's uses of different communicative strategies that relate to the dynamics of the social, institutional and immediate contexts in which they are situated, particularly with regard to whether at home or in playgroup; with familiar or less familiar other; with adults or peers; with peers of the same sex or age group and with different playgroup activities. The thesis draws on post-modern interpretations of knowledge and truths to reflect critically on the different pedagogic discourses concerning the role of talk in learning implied in the Foundation Stage Cuurriculum and to revisit Vygtskian and neo-Vygotskian theories of talk and learning in the light of children's multimodal sign making in different settings. Byinterpreting the children's gaze, facial gestures and body movements as part of both communicative and meaning-making processes, the study peices together unique and composite understandings of how children conform to and resist the communicative practices of the 'speech community' (Hymes 1996) within the playgroup studied. These findings in turn give new insights into the genesis of pupil identity and issues of power, control and agency. Futhermore, the study discusses the development of systems for handling and representing complex video data alongside more traditional data collection methods, including audio recordings, field and diary notes and interviews. The thesis concludes by discussing how the study findings contribute to growing understandings of the multimodal processes of young children's making and expresing of meaning and consequent implications for early years policy and practice.
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Shamgunov, Insur. "Listening to the voice of the graduate : an analysis of professional practice and training for ministry in Central Asia." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:7f86994b-af08-4acb-8d46-df864a072162.
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This thesis examines the relationship between professional practice and professional training of Christian ministers in post-Communist Central Asia. It responds to the call for study of the phenomenon of Protestant theological education in the post-Soviet bloc. Theological education in Central Asia has been developed without any research-led evaluation and is often found unsatisfactory by the emerging church, which calls for a more relevant, field-driven and contextualised training of its leaders. This study also responds to the gap in the literature on attitude development of ministerial students. This is a qualitative inquiry. Its primary emphasis is on in-depth semi-structured interviews of forty graduates of four major theological colleges in Kyrgyzstan and Kazakhstan, who had spent several years in pastoral ministry after graduation. This research seeks to identify the most common problems they face in professional practice; to identify the attitudes and capabilities underlying their problem-solving processes; and to analyse how their training enabled or failed to enable them to develop those qualities. This thesis argues that theological education can be viewed as a special case of professional training, with a unique cluster of spiritual qualities that are of paramount importance for the success of ministers. It also argues that, despite the graduates’ generally positive appraisal of their training, there was little connection between the training and the capabilities that the graduates needed to succeed in their current practice. It therefore argues that the institutions in Central Asia have inherited the flaws of the "schooling" paradigm of theological education. A more integrated, context-specific and missional model is needed. By developing a model for investigating the practical knowledge of ministers, this study attempts to provide the training institutions in question with a framework of capabilities and attitudes. This will allow those institutions to have a useful starting point in the reformulation of their curricula.
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Bonenfant, Yvon Rud Barton. "Immersive intensities and trans-disciplinary adventure : extended voice, tactility and poly-artistic practice from the living to the dead." Thesis, University of Winchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549699.
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This submission for Doctor of Philosophy by Work in the Public Domain brings together a wide variety of creative outputs which sit alongside a number of peer-reviewed, published articles and writings and a published artists" book. These linked with one another via an accompanying text. Together, these elements form and chart a cohesive research-through-creative-practice trajectory. The contents are framed by an argument that the contents of the submission must all be treated as creative practice outputs. This argument is situated within affinities among Arlander"s (2008) and Kershaw"s (2009) appellation "artistic research", as related to Miereanu"s (2009) argument that artworks themselves contain specific knowledge that it is our job to engage with and decode; this suggests these know ledges are what art-making in academia has to offer the other disciplines. The body of the submission elucidates these knowledges by positing the works as varied, experimental manifestations of the notion of bioemotional activism in performance. The works test the tenets of bioemotional activism - conjugating principles from Gerda Boyesen"s biodynamic psychology, extended voice practice, and compositlonal/devlsing practices for sound, body and image - within a framework that extends them across media. It also extends them into dialogues with other artists and disciplines, including painting, video art, dance/choreography, street art, costume and other areas. The overarching concern is to explore the application of a haptic, bioemotional strategy for working with extended voice in performance composition and realisation to experiments with the vocally haptic, confrontations with engagements among voice visual art and tactile art, and confrontations with digital and other archiving technologies. In so doing, the works embody the results of how this approach to extended, extra-normal voice, when voyaging across what Mieranu calls "poly-artistic" (2009) territories, confronts technologies of mediation and in so doing, migrates from the realm of the lived body to dialogue with the absent and the gone; indeed, the "dead". The works included here thus elucidate the results of the experiments and demand to be read as forms of embodied theory.
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Olsson, Ann-Margreth E. "Listening to the voice of children : systemic dialogue coaching : inviting participation and partnership in social work." Thesis, University of Bedfordshire, 2010. http://hdl.handle.net/10547/243770.
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This is a study in and about systemic coaching in social work – systemic, and, as it unfolded, dialogical coaching, later named Dialogue Coaching (DC). Focus lies on what the conducted coaching brought forth, generated and created in the context of social work and for the members of the participating social welfare organisations. My specialities as coach became to inspire social workers to invite clients and especially children into partnership, making their voices heard, both in the written text and in the process of social investigations. The study was integral parts of commissions (and vice versa) of the County Administrative Board of Scania, Sweden, in my profession as systemic consultant and supervisor in Sweden. It was a study in how dialogical communication could improve how social workers, listening to the children’s invitation, could make children’s voices more heard in social investigations. In all, 55 social workers in seven municipalities participated in the dialogical participatory action research (DPAR) study, developing coaching and improving the dialogical interaction in social investigations. Focus moved from collecting data for decision-making, about what would be best for the child and other clients, to focusing on the changing process in relation to the participating clients, including children when they wanted to and could, co-creating new orientation on how to go on. The focus on communication and dialogue in the coaching changed and developed the participants’ approach in relation to clients and one another and others. In the emerging awareness of how we reciprocally and reflexively cocreate occurrences and outcomes, including who we become in relation to one another, the participating social workers’ awareness of the impact of their own contributions, and their own importance in relation to children and other clients, also improved. The expressions listening ears and listening questions were invented, capturing my, the coach’s, participation of placing myself completely 8 at the other participants’ disposal, completely accessible in the mutual responsiveness in the moment – being here and now in the present. The systemic methods and techniques were reflexively influenced and adapted from within the relational dynamic of joint actions in the dialogical interplay, metaphorically presented as peloton cycling in a voyage tour, becoming living tools in both the social workers’ practice and the coaching researcher’s practice, facilitating learning-by-doing with methods and approach connected to Appreciative Inquiry (AI). One of the living tools was reflecting teams emerging also into so called delta-reflecting teams with open narrating included.
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Sullivan, Kristen (Kristen Janell). "An Analysis of Emma Diruf Seiler's Teaching Philosophy and Contribution to Voice Pedagogy." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505229/.
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Emma Diruf Seiler (1821-1886) was a Bavarian-American voice teacher and scientist who wrote and published Altes und Neues über die Ausbildung des Gesangorganes mit besonderer Rücksicht auf die Frauenstimme (Old and New in the Art of Singing, with Special Attention to the Female Voice) in 1861 while working in Leipzig. It was translated by William Henry Furness and published in Philadelphia as The Voice in Singing in 1868. This pedagogue and her writings are largely unknown to those who study historic bel canto pedagogy. In the opening of Seiler's pamphlet, she explained her purpose for writing was "to bring into harmony things which have always been treated separately, the Science and the Art of Singing..." Aside from brief comments in a few books on vocal pedagogy, Emma Seiler is largely unknown. Neither her contribution to voice science and pedagogy, nor the impact of her integrated philosophy on teaching have been subjected to scholarly scrutiny. The purpose of this document is to explore her philosophy on teaching, her method of female vocal instruction, and her impact on voice instruction. This dissertation historicizes evidence-based pedagogy through Seiler's example.
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Cottrell, Duane Coles. "Increasing glottal closure in an untrained male chorus by integrating historical, scientific, and clinical practice into choral voice building exercises." Thesis, connect to online resource, 2009. http://digital.library.unt.edu/permalink/meta-dc-10998.
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Sokolnicki, Savanna. "GRETCHEN’S SOLILOQUY “ACH NEIGE, DU SCHMERZENREICHE” FROM GOETHE’S FAUST: A VOCAL PERFORMANCE ANALYSIS AND SET OF PERFORMANCE GUIDELINES FOR VARIOUS SOLO VOICE SETTINGS." UKnowledge, 2015. http://uknowledge.uky.edu/music_etds/60.
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The great novelist and poet Johann Wolfgang von Goethe (1749 – 1832) arguably made his most significant contribution to the artistic world with his literary masterpiece Faust I. Goethe’s love of music and melody is evident throughout all of Faust, particularly in the expressive poetry of the character of Gretchen, whose meaningful words gave inspiration to a variety of musical manifestations, especially in German Lied.
This document serves as a performance guide for vocalists. It provides vital information on the setting and arrangement of the poetry within the musical settings, the background and significance of the composer and his works, and the organization of the music. The examination of each piece will involve assessment of musical phrasing, tessitura, and overall vocal complexity in eight German Lieder settings of Gretchen’s soliloquy “Ach neige, du Schmerzenreiche” from Goethe’s Faust. The suggestions within the investigations are based on examination of pedagogical practices as well as personal experience and discoveries made while singing and performing these pieces. Through an investigation of each piece, the singer will be able to attain a successful understanding of the framework and approach to the music and poetry, and thereby achieve awareness of accurate performance practice.
This document examines in order of composition, the settings by Bettina von Arnim, Franz Schubert (including the completed fragment as arranged by Benjamin Britten), Conrad Kreutzer, Bernhard Klein, Johann Loewe, Robert Schumann, Hugo Wolf, and Fredric Joseph Kroll. Because this document serves to investigate only German Lieder settings, it will not examine the choral works of Hans Pfitzner, Antoni Radziwill, Julius Röntgen, Giuseppe Verdi’s Italian setting “Deh, pietoso, oh Addolorata,” nor Richard Wagner’s Melodram. This document will also very briefly discuss the lost and inaccessible settings of Gretchen’s prayer, including those of Carl Debrois van Bruyck, Edmund von Freyhold, Moritz Hauptmann, Justus Lecerf, Leopold Lenz, Louis Schlottmann, and Hans Sommer.
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Gottliebson, Renee O. "Efficacy of Cool-Down Exercises In the Practice Regimen of Elite Singers." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1307441963.
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Attard, Sue. "Listening to voices of children and learning with them : action research in a primary school." Thesis, University of Hertfordshire, 2010. http://hdl.handle.net/2299/4231.
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This dissertation presents an action research project carried out in a primary school to address the issue of ‘pupil voice’. Consulting with stakeholders has risen in prominence in the political context of schools. A number of government directives to encourage schools to engage have been put forward, including the expectation of the establishment of a School Council. The formation of the School Council is the first cycle of action presented in this dissertation, which then continues to develop through three further action cycles: listening to the voices of teachers, ‘children as philosophers’ and action research partnerships in the classrooms. Preliminary work prior to the introduction of School Council sets the context. The conceptual framework has been developed through consideration of the work of Shier (2001), Fielding (2001) and Hart(1994) which has contributed to the establishment of a taxonomy of ‘pupil voice’ development. The methodological approach emerged from the works of Elliott (1991), Zuber Skerritt and Perry (2002) and Whitehead and McNiff (2006) through the development of ‘circles of influence’ which rose and diminished in importance throughout the action cycles. Three circles of influence are identified as ‘self’ including reflexivity, ‘methods’ including ways of engaging and analysing the data, and ‘literature’ pertinent to the area of action as well as the methodology itself. The contribution the subsequent thesis offers to practice is threefold. Firstly, there is the ‘methodological messiness’ (Dadds & Hart 2005) which occurs when conducting action research which necessitates listening to the voices of the participants in order to determine the next cycle. Secondly, there is the development of the ‘pupil voice’ taxonomy which embeds the pupils within the process and is groundbreaking in ‘pupil voice’ research in primary schools. Finally, there are the action cycles themselves which offer the lived experience of engaging in ‘pupil voice’ action research partnerships.
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Nolan, Leeann Margaret Rose. "'I wouldn't say that' : finding a young adult, female voice in a Queensland mining town." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/66809/2/Leeann_Nolan_Thesis.pdf.
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This is a practice-led project consisting of a Young Adult novel, Open Cut, and an exegesis, 'I Wouldn't Say That': Finding a Young Adult, Female Voice in a Queensland Mining Town. The thesis investigates the use of first person narration in order to create an immediate engaging, realist Young Adult Fiction. The research design is bound by a feminist interpretative paradigm. The methodology employed is practice-led, auto-ethnography, and participant observation. Particular characteristics of first person narration used in Australian Young Adult Fiction are identified in an analysis of Dust, by Christine Bongers, and Jasper Jones, by Craig Silvey. The exegesis also contains a reflection on the researcher's creative work, and the process used to draft, edit, plot and construct the novel. The research contributes to knowledge in the field of Young Adult Literature because it offers a graphic portrayal of an Australian mining town that has not been heard before.
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Gulseker, Solak Hilal. "Animacy Effect On Sentence Structure Choice:a Study On Turkish Learners Of L2 English." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608908/index.pdf.
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This thesis aims to find out how animacy affects sentence structure choice in Turkish learners of L2 English. The study compares three different L2 English proficiency levels with each other as well to L1 English and L1 Turkish. In this way the effect of English, a rigid word order language, and Turkish, a free word order language on sentence structure choice have been compared.
A picture description task was applied on 94 participants. The pictures depicted a transitive action taking place between an inanimate agent and an animate patient (animate condition) or between an inanimate agent and an inanimate patient. The subjects were given handouts with the pictures and were asked to write down what is happening in each picture. There were 60 Turkish learners of L2 English and 14 English participants in the study. Turkish learners of English belonged to level-1 (16 students), level-2 (25 students) and level-3 (19 students). In addition, 20 Turkish speakers were consulted for their knowledge of Turkish.
It was hypothesized that in L2 English, animate entities would be accessed first and this will directly affect sentence structure choice through grammatical subject assignment or through word order. Thus, it was expected that when the learners are shown a picture depicting a transitive action taking place between an animate patinet and an inanimate agent, they would tend to use the passive in English, which assigns both a sentence-initial position and a subjecthood role to the animate entity. L2 proficiency level and native language were expected to play a role in determining the role of animacy on sentence structure choice.
Chi-square analysis and odds ratio calculations were made. The results showed that animacy of the patinet affected sentence structure choice in L2 English by triggering the passivce usage in only level-3 (the most advanced group). Animacy of the patient affected native speakers of English in the same way, i.e. native English speakers tended to use the passive voice in the animate condition. No such effect was found in lower level learners of L2 English (i.e. level-1 and level-2) and Turkish native speakers. It was found that in the animate condition, Turkish native speakers tended to use the OSV word order more frequently than they did in the inanimate condition. This result suggested that in Turkish, animacy of the patient triggers the use of the OSV (Object, Subject, Verb) order rather than the passive voice. In short, the research results suggested that L2 proficency level and native language could play a role in determining how animacy affects sentence structure choice in L2.
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Ellison, Bruce. "Te reo o te ākonga me ngā whakapono o te kaiako : Student voice and teachers’ beliefs." Thesis, University of Canterbury. Education (leadership), 2015. http://hdl.handle.net/10092/10496.
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The beliefs that teachers have about teaching and learning have an influence on the practices that teachers implement. This is particularly relevant, although not exclusively, to teaching practices that meet the needs of Māori students in our bicultural learning environments of New Zealand. There is a growing amount of research to support the use of student voice data, the benefits of which can be seen at a school level, at the classroom teacher level as well as for the individual students themselves.
This research project focused on exploring the impact of students sharing their thoughts and opinions about their learning, (i.e.: student voice data) on influencing teachers’ beliefs about teaching and learning. In doing so it explores effective facilitation of this process in a bicultural learning environment. In particular it investigates the potential of a combination of specific tools, notably student focus groups and coaching conversations with teachers to influence teachers’ beliefs.
This study took place in two low decile schools in Christchurch. It involved focus groups of Māori and non-Māori primary-aged students, alongside teacher reflective interviews being conducted on repeated visits. Its findings identified approaches for accessing authentic student voice in a bicultural learning environment. The thoughts and opinions shared by Māori students highlighted a focus on their own learning as well as celebrating their culture. Teachers reacted to student voice by making connections to their classroom programmes, and by accepting or dismissing more provocative statements. These reactions by teachers helped emphasize the most helpful methods for reflecting on this data. Their reflections, used alongside a specially designed ‘Teacher Belief Gathering Tool’, ascertained that teachers’ beliefs were both reaffirmed and changed through guided reflection and coaching conversations on student voice data. Teachers’ knowledge of effective teaching and learning, their motivation for changing their teaching practices, as well as witnessing success were all considerable factors in teachers changing their beliefs.
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Ambe, Martina Bi. "Exploring first-year Students’ Voice and Subjectivity in Academic Writing at a University in South Africa." University of the Western Cape, 2019. http://hdl.handle.net/11394/7300.
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Magister Educationis - MEdLiteracy development in South African higher education is increasingly challenged by several issues in dialogue and language of tuition. Despite the widening of access to South African universities, research shows that a large majority of entry-level university students are still failing in their chosen programme of studies. Almost all universities in the democratic South Africa incorporate academic development programs in first-year modules as an awareness raising attempt to scaffold novice students into the vocabulary of their various disciplines. However, these development programs sometimes fail to address the language needs of some of the students who have had more than seven years of schooling in their first languages (IsiXhosa and Afrikaans). My study seeks to explore how additional language IsiXhosa and Afrikaans students understand and construct written knowledge in one literacy development course using English medium of instruction. I further explore lecturers’ and tutors’ perspectives of the demand of sounding a scholarly voice in academic writing by entry-level students in their new roles as scholars in the University of the Western Cape (UWC).Literature indicated gaps when it comes to students’ and lectures’ perceptions on the construction of voice in academic writing in a language that the students are not comfortable in.
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McBride-Harris, Jenna Lynn. "Interdisciplinary Transfer and Cultivation: How Vocal, Writing, and Visual Arts Can Inform Horn Practice and Performance." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492701963548168.
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Connelly, Heather. "Speaking through the voice of another : how can art practice be used to provoke new ways of thinking about the transformations and transitions that happen in linguistic translation?" Thesis, Loughborough University, 2015. https://dspace.lboro.ac.uk/2134/17999.
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Speaking through the voice of another is a practice-based PhD that employs art practice to interrogate translation (as a textual and verbal practice). It uses linguistic translation as both the subject and the method to make multimedia artworks (text, sound, performance and events) that examine and analyse the translation process itself. The research has been conducted from my own subjective position, as an artist and monolingual speaker (a translation user rather than translation professional), investigating translation as a dialogic, subjective, embodied and performative phenomena. It adopts a self-reflexive methodology that places equal value in theoretical and experiential knowledge and proposes that an artist-led inquiry challenges assumptions, translation protocols, conventions and normative behaviour. The artists and artworks discussed in the thesis examine the translators /translation s agency and its linguistic performativity; exploiting it s creative potential as an artistic process/medium and amplifying its pivotal role within the expanding global art world. This transdisciplinary approach has resulted in the creation of translation zones - works and events devised to engage monolingual and multilingual individuals, professional translators, practitioners and public(s) in the process of translation - that offer an alternative perspective on translation (to research carried out within Translation Studies). Consequently, generating new knowledge that contributes to our understanding of translation and art and beyond both disciplines, creating a new transdisciplinary genre of art-and-translation. The artworks are an integral part of the thesis submission; samples and documentation of these are accessible within the full interactive PDF ersion. The layout of the thesis has been specifically designed to ease communication of the research, it uses various visual cues to distinguish between different types of information and to demonstrate my research praxis; the continual movement between theory and practice.
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Greenwood, Joanne. "Educational professionals' experience of English educational policy : developing and promoting inclusive practice through collaborative action research." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/educational-professionals-experience-of-english-educational-policy-developingand-promoting-inclusive-practice-through-collaborative-action-research(71b447f1-6102-4817-9b61-0b4cf764cfd1).html.
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The focus of this thesis was to explore educational professionals' everyday experience of English educational policies; narrowing its focus to policy which promotes an inclusion agenda. The findings are presented in three sections with the first two papers prepared in accordance with the author guidelines of the journals proposed for submission. The first paper offers a review of literature which represents teacher relationship (see Braun, Maguire and Ball, 2010; Fullan, 2006; Luttenberg, Imants and van Veen, 2013; Luttenberg, van Veen and Imants, 2013; Wexler, 2002) with English educational policies. Teacher perspectives illustrate how the implementation and practice of policy heavily guides practice, both in terms of pedagogy and content, and detail the difficulties teachers have in establishing professional identity whilst trying to accommodate policy into practice. It is suggested that in order for teachers to adopt new educational policies they need to be able to take some ownership of both the policies themselves and of their own professional development; but most importantly, that they need the space to engage in dialogue around their practice to do this. The first paper provided a frame for the second by offering a description of the current climate teachers find themselves in and by discussing what might be needed to bring about the professional development necessary to embed policy into practice. The second paper then presents a description of a collaborative action research project within an English high school; a group of educational psychology, teaching, support and pastoral professionals worked collaboratively to develop person-centred practice through their engagement in an inquiry group. The inquiry group engaged in dialogue around practice; exploring their own personal and professional values as well as the values embedded within person-centred practice. This paper offers an account of the inquiry group's journey, highlighting key themes as identified by the group: ownership of, and confidence in, the learning process; developing reflective practice; and the challenge of engaging others in the learning process. The findings suggest that an action research approach can facilitate the learning and development necessary to embody collaborative person-centred practice. The third paper then offers a critical appraisal of the role that educational psychology can have in disseminating findings and promoting teacher development; in particular through the facilitation of collaborative action research within the school context.
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Davis, Kierrynn, of Western Sydney Hawkesbury University, and of Agriculture Horticulture and Social Ecology Faculty. "Finding voice, being heard and living in the tension : novice nurse academics critical engagement with a problem orientated curriculum in the academic and practice setting." THESIS_FAHSE_XXX_Davis_J.xml, 1993. http://handle.uws.edu.au:8081/1959.7/213.
Full textAbstract:
This thesis is an account of the lived experience of doing research in the critical paradigm in the context of the discipline of social ecology. It is a story with actors, a plot, and actions over time. The Worldview of social ecology has embedded within its epistemology the scope for the creative act of narrative, therefore this thesis is a critical conversation told in four voices. The research was embedded in critical social science methodology and method, and attempted to understand and transform the problematics concerning the social relations, practice, language and discourse which were uncovered when five novice nurse academics engaged in teaching a problem-orientated curriculum in the practice setting. It was a critical action research project based predominantly on the Kemmis and McTaggart Model (1988). The research also debated the nature of participative, collaborative action research undertaken in the context of gaining an educational qualification. Relevant to this point, two other contexts of the research were uncovered. The lived experience of ?doing? critical action research with colleagues and friends, in the context of gaining an educational qualification revealed both the praxis nature of ethical research and the reclaiming of an authoritative women?s voice in the academy. The ethical nature of research in critical social science, and the nature and role of human identity was explored in an effort to conceptualise both a methodology and a self identity which was embedded in a context of mutual growth. This growth was similar to Bookchin?s (1990) transitory states of ?becoming? what we wished to become in the academy. It was what is known in organisations as professional development. The author named this becoming, ?Finding a Women?s Voice and Being Heard?. Although ?finding voice? is situated in the personal, ?being heard? involves the ?not I? together with structural features of institutions. As a collaborative group, the participants actioned strategies in an attempt to deal with the structural limitations to our ?becoming?. These strategies, together with the consciousness raising nature of this particular action research project, enabled participants to speak of their own empowerment within an academic context in which they were often rendered powerless.Master of Science (Hons) (Social Ecology)