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SUMMARY:Doctoral Student Lunch Seminar: Storying music-making experiences 
 in the classroom: An autoethnographic framework - Matthew Yanko\, Universi
 ty of British Columbia
DTSTART:20180613T120000Z
DTEND:20180613T130000Z
UID:TALK106237@talks.cam.ac.uk
CONTACT:Lucian Stephenson
DESCRIPTION:As a Reggio Emilia inspired elementary school music educator\,
  I partake in many non-traditional music-making experiences with my studen
 ts. I believe that such non-confirmative learning endeavours tend not to f
 it within the realm of quantitative research – measured and decoded as s
 tatistics. The value in those endeavours is not derived by numerical data\
 , but through the experiences of learner and teacher. Thus\, to frame and 
 guide my research I turn to arts-based research practices\, specifically t
 hose that allow me to explore and interpret my findings in a storied manne
 r. \n\nThis session will explore my practice of autoethnography – influe
 nced by the autoethnographic texts of Laurel Richardson\, Peter Gouzouasis
 \, and Carolyn Ellis. Through autoethnography I seek to story my research 
 in a way that learners\, parents\, teachers\, and researchers can read the
 mselves\, or the possibilities of themselves\, in the text – thereby\, e
 nabling my research to be considered more than stories about children’s 
 experiences in the classroom\, but as narratives that are pedagogical in n
 ature. \n\n*Matthew Yanko* is a doctoral candidate in the faculty of Curri
 culum and Pedagogy at the University of British Columbia\, Canada. His res
 earch focuses on formative assessment practices in music education. Inspir
 ed by the early childhood centers of Reggio Emilia\, Matthew has adapted t
 his approach to his elementary school music classroom\, which has evoked t
 he creation of a musical atelier for his students participate in music mak
 ing\, learning\, and inquiry. 
LOCATION:Mary Allen Building\, Homerton College\, Hills Road\, room 104
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