Dialectic dialogues: a discourse analysis of everyday talk between adolescent guitarists learning music with a peer outside school

For many teenagers, learning to play guitar might only involve themselves and one or more of their peers interacting outside school. Music education research, however, does not reveal the spectrum of ways in which adolescent musicians interact to learn peer-to-peer. The purpose of this study was to examine this process: how adolescents verbally and nonverbally communicated to learn music together and without adult teachers. Two research questions in this study addressed how systems of meanings emerged in adolescent musicians’ processes of talk. The first was: How do participants learning jointly and independently communicate with a peer outside school? The second question was: How do participants assess independent learning along with their peer and joint learning outside school? The participants were six adolescent guitarists from El Paso, Texas. The final candidates included five males with Hispanic backgrounds and one Mexican-American adolescent male. Data were collected in three observations of the guitarists learning in pairs. Data were also collected in interviews, artifacts, and field notes. Discourse analysis involved review of recorded observations, field notes, and transcripts. Data were coded and parsed into categories. Multiple systems of meanings emerged in themes. Quoted material helped to explain the discourse themes. Three sets of findings included main dialectic discourse themes: together–individual, unreserved–reserved, and established–undetermined. Four identity discourses—self-learner, coach, musical artist, and friend—emerged from participants’ dialogues. Three themes indicated how participants individually assessed learning, and two themes showed how joint evaluations emerged peer-to-peer. This study and its results highlight a spectrum of ways adolescent musicians use everyday talk to learn music outside school. Findings in this study might empower music teachers to facilitate their students’ own peer dialogues. Future research can build on the foundation of findings here, which raise questions for exploring how communication outside school might compare with communication in school, how peer-to-peer music learning might be facilitated, as well as implications about why certain types of communication influence music learning

Assessment of Models of Galactic Thermal Dust Emission Using COBE/FIRAS and COBE/DIRBE Observations

Accurate modeling of the spectrum of thermal dust emission at millimeter wavelengths is important for improving the accuracy of foreground subtraction for CMB measurements, for improving the accuracy with which the contributions of different foreground emission components can be determined, and for improving our understanding of dust composition and dust physics. We fit four models of dust emission to high Galactic latitude COBE/FIRAS and COBE/DIRBE observations from 3 millimeters to 100 microns and compare the quality of the fits. We consider the two-level systems model because it provides a physically motivated explanation for the observed long wavelength flattening of the dust spectrum and the anticorrelation between emissivity index and dust temperature. We consider the model of Finkbeiner, Davis, and Schlegel because it has been widely used for CMB studies, and the generalized version of this model recently applied to Planck data by Meisner and Finkbeiner. For comparison we have also fit a phenomenological model consisting of the sum of two graybody components. We find that the two-graybody model gives the best fit and the FDS model gives a significantly poorer fit than the other models. The Meisner and Finkbeiner model and the two-level systems model remain viable for use in Galactic foreground subtraction, but the FIRAS data do not have sufficient signal-to-noise ratio to provide a strong test of the predicted spectrum at millimeter wavelengths.Comment: 17 pages, 7 figures. Accepted for publication in Ap

Crafting granular stories with child-like embodied, affective and sensory encounters that attune to the world's differential becoming

In this paper we explore what decentring the child in posthumanism does to our research practices, to our conceptualisations of and relationalities to the child. Crucially, we explore the imperative for other ways to encounter the child – that pursue a decolonising and de/recentralising agenda. We pursue tentacular lines of enquiry through a series of interwoven stories – some more familiar than others. It is by queering old narratives that new and unexpected stories concerning pedagogical documentation, sustainability and environmental education, and the child’s contaminated connection to ‘nature’ begin to emerge. This paper attempts to mobilise ‘the posthuman child’ as feral, an uncomfortable in-between that invites us to grapple with the dis-ease of life on a damaged planet (Tsing et al, 2017). Central to our storytelling is recycled, ‘natural’ materials found in a Reggio Emilia kindergarten in Norway. Specifically, cork has guided us; insisting that we take the non-innocence of matter to the heart of enquiries. We do this to illustrate the potential of feminist new materialism to respond with situated (Haraway, 2004), embodied, affective insights and provocations that might offer ways to consume, cohabit and wrestle in more care-full ways with the Anthropocene ecologies that we are intricately and endlessly enmeshed in