The songwriting coalface: where multiple intelligences collide

2.50
Hdl Handle:
http://hdl.handle.net/10547/622373
Title:
The songwriting coalface: where multiple intelligences collide
Authors:
Harrison, Clive
Abstract:
This paper investigates pedagogy around songwriting professional practice. Particular focus is given to the multiple intelligence theory of Howard Gardner as a lens through which to view songwriting practice, referenced to recent songwriting‐specific research (e.g. McIntyre, Bennett). Songwriting education provides some unique challenges; firstly, due to the qualitative nature of assessment and the complex and multi‐faceted nature of skills necessary (lyric writing, composing, recording, and performing), and secondly, in some less‐tangible capacities beneficial to the songwriter (creative skills, and nuanced choice‐making). From the perspective of songwriting education, Gardner’s MI theory provides a ‘useful fiction’ (his term) for knowledge transfer in the domain, especially (and for this researcher, surprisingly) in naturalistic intelligence.
Affiliation:
Australian Institute of Music
Citation:
Harrison, C. (2017) 'The songwriting coalface: where multiple intelligences collide'. Journal of pedagogic development 7 (3)
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
1-Nov-2017
URI:
http://hdl.handle.net/10547/622373
Additional Links:
https://journals.beds.ac.uk/ojs/index.php/jpd/article/view/405
Type:
Article
Language:
en
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorHarrison, Cliveen
dc.date.accessioned2017-11-10T14:13:31Z-
dc.date.available2017-11-10T14:13:31Z-
dc.date.issued2017-11-01-
dc.identifier.citationHarrison, C. (2017) 'The songwriting coalface: where multiple intelligences collide'. Journal of pedagogic development 7 (3)en
dc.identifier.issn2047-3265-
dc.identifier.urihttp://hdl.handle.net/10547/622373-
dc.description.abstractThis paper investigates pedagogy around songwriting professional practice. Particular focus is given to the multiple intelligence theory of Howard Gardner as a lens through which to view songwriting practice, referenced to recent songwriting‐specific research (e.g. McIntyre, Bennett). Songwriting education provides some unique challenges; firstly, due to the qualitative nature of assessment and the complex and multi‐faceted nature of skills necessary (lyric writing, composing, recording, and performing), and secondly, in some less‐tangible capacities beneficial to the songwriter (creative skills, and nuanced choice‐making). From the perspective of songwriting education, Gardner’s MI theory provides a ‘useful fiction’ (his term) for knowledge transfer in the domain, especially (and for this researcher, surprisingly) in naturalistic intelligence.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.urlhttps://journals.beds.ac.uk/ojs/index.php/jpd/article/view/405en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectsongwritingen
dc.subjectmultiple intelligencesen
dc.subjectcreativityen
dc.subjecthigher educationen
dc.subjectW350 Musicologyen
dc.titleThe songwriting coalface: where multiple intelligences collideen
dc.typeArticleen
dc.contributor.departmentAustralian Institute of Musicen
dc.identifier.journalJournal of pedagogic developmenten
This item is licensed under a Creative Commons License
Creative Commons
All Items in UOBREP are protected by copyright, with all rights reserved, unless otherwise indicated.