An´alisis de la circulaci´on y relaciones ambiente-recurso

Figure 4-65_Codes_Supervisory positive

Creates appropriate musical images was assigned to Anne (1:127) when she drew a picture of a house on the board, and said there is a little front porch step that leads to home, the tonic; note seven going to note eight. This an appropriate image that illustrates the relationship of the leading tone to the tonic. Anne also said note seven going to note eight, which makes more sense in this context than saying seven notes from the tonic. Other examples were Anne (1:238) saying a phrase is like a musical

sentence, Chris (5:35) comparing down bows in violin to pouring a cup of tea, and the bow angle to 90 degrees (5:37). Chris (5:66) also compared accents in music to accents in speech, and he used a spoken example, and called a slight ‘stop’ between two notes a choke, and made a throat-

cleansing/coughing sound (5:150). He also compared getting stuck in music to robots (5:162).

Helps to set musical goals came from Anne and Beth, and refers to teachers setting goals for the learners for when they practise, or long-term goals. Anne (1:255) said to L5 that she wanted her to play her pieces “really beautifully”. Dea told learners to work on fluency for Tuesday (7:97), try to memorise scales (7:104), work on speed (7:160), continuity (7:162), practise the repeat (7:163), keep it smooth when L2 practises over the holiday (7:179), “once the notes are secure, do it a little bit faster” (7:349), and to practise slowly hands together, keep it steady, and add dynamics when the notes are secure (7:406).

Learner acts appropriately under pressure came from Beth, Chris and Dea. It refers to when a learner can continue despite a mistake to maintain continuity, like one would need to do in a real

performance, quickly correcting a mistake without stopping, or to be able to start at a particular point in the music again instead of starting from the beginning after a mistake. L2 of Beth (3:141) made a mistake and showed Beth where he would start again. L3 of Chris struggled with bow control (bow got finished too quickly on the long notes), but she continued. L4 of Chris (5:171) played her first finger too high, but pulled it back to correct it while continuing to play. Dea’s (7:230) duet pair played together, one made a mistake, but Dea allowed them to continue, and they fixed it. It was therefore also an example of Teacher allows learner to solve problems under pressure. The latter was assigned to all instances where teachers do not intervene too soon, but allow learners to continue despite mistakes, give them permission to do so, or wait for them to fix a mistake themselves. It came from all four teachers, and occurred often. Teacher helps learner to act appropriately under pressure was also well represented by all four teachers. It goes further than just allowing, by helping learners to solve problems when they are incapable of doing so. Anne (1:79) alerted L2 to the fact that she was not used to starting at a particular spot in the music, “get your brain around that”. Being able to start at any place in the music is part of developing the skill of acting appropriately under pressure while making music. This is especially appropriate in the light of an upcoming performance; in this case, an exam. Beth (3:242) had the following example with L4:

Beth says go on, and she reminds L4 of the upcoming repeat. She points to the music at a certain point. L4 stops and says “ek weet nie waar ek is nie!”.

Beth shows on music, “daar”. She says “weer” for a repeating place. L4 stops. “Ek’s verdwaal.”

Beth points to where in the music L4 is. L4 catches up again and plays to the end.

Chris (5:65) showed L1 where they would go from again after she had made a mistake. Dea (7:403) simply pointed to the music when L3 made a mistake, and L3 corrected it.

Learner practises mindfully was assigned to Anne’s (1:60) L2, who practised a small part a few times over while Anne was talking to someone, and when Anne returned, the problem was fixed. Teaches mindful practise strategies can be viewed under competence positive. Mistakes are an opportunity for learning was assigned to Anne (1:28) when she did not want L1 to take the tempo down, as she wanted to hear where she gets stuck. The same learner said that she enjoys the following most about her lessons (2:38): “Is that I know I can practise and make mistakes because I am learning.” The fact that L1 feels safe enough to make mistakes may tell one something about Anne’s attitude towards learning – that mistakes are an opportunity for learning to take place. Chris (5:124) had the following example with L3:

Chris: “Did you enjoy playing wrong? L3 laughs. Chris also laughs.

Chris: “You must enjoy playing wrong as well so you can know what to fix. It’s so much fun to fix it then. You will always be… [makes a smug sound and pretends to be playing in the air with his left hand] “Mommy this is right!”.

Figure 4-66_Codes_Supervisory negative

For Creates images that are not music appropriate, Anne (1:122) asked L3 to name key signatures and said the rhyme for sharps to help her. Although rhymes are a way to recall the sharps in the order that they appear, it is not a musical image that informs musical understanding. It is removed from musical sounds, and is thus mere symbol decryption. Learner does not act appropriately under pressure refers to when a learner is playing something for the teacher, and cannot solve a problem under pressure, and stops playing for instance. L4 of Beth (3:240) stopped playing, and swept her

recorder through the air when she played a wrong note; that was in the middle of her attempt with CD accompaniment, and it was a piece that she had played for a while. Five similar examples also came from Beth. L5 of Dea (7:424) said “huh?” when he made a mistake.

Learner does not practise mindfully was assigned to a comment by L1 of Anne (2:57), where she wrote that sometimes her teacher thinks she does not practise when she does, “[b]ecause sometimes I don’t practise properly at home”. This means that supervisory musical thinking and knowing is not always at work in L1 when she practises. It confirms that the reason for Anne thinking L1 did not practise is most likely that L1 did not practise mindfully. Anne could possibly have used instances like these as opportunities to discuss, demonstrate and let L1 try out mindful practise strategies. She could open the discussion by, for instance, asking a non-threatening question like “how did you practise this passage/piece at home?”

Learner plays mindlessly refers to when learners cannot recall or tell why they did something the way they did it, or did not attempt to attend to something a teacher said. Beth asked L1 (3:72) why she kept playing fourth finger at a certain place in the music (in violin that is equivalent to the wrong note). L1 responded with “I don’t know!”. This shows that she did not reflect on her mistake; therefore, she also kept doing it. The same learner (3:85) incorrectly played an F sharp, and Beth asked her why she did that, whether she was supposed to play an F. L1 responded by saying she was just guessing. L2 of Beth (3:164) could not tell Beth what he thought of his attempt, and when she asked why he wasn’t thinking anything, he said something about it not being in his mind. When Beth’s L5 (3:357) played notes shortly, Beth asked whether they were staccato notes, and L5 kept playing, without making a significant change.

The fact that many examples came from Beth’s learners, could be because Teacher intervenes too soon also came mostly from Beth. It refers to instances where a learner has the necessary knowledge to correct their own mistake, but a teacher helps them too soon; also, when a teacher does not temporarily overlook a mistake for the sake of helping a learner maintain continuity. When L5 stumbled, Anne (1:197) for example said the note names. As they had already spoken through the notes, L5 had all the information to fix the mistake by herself, and may have deepened a part of her musical understanding in the process of struggling slightly. Beth (3:108) intervened similarly while L2 was playing and sometimes stumbling. Despite Beth’s intervention, L2 continued playing until the end; therefore, it was also an example of Learner acts appropriately under pressure.