Note: Because the research journal was so large, I simply decided to include a few examples from each section as a way of indicating how I organised the data. The data underwent a number of changes as the research progressed so again, these examples serve more as ‘snap-shots’ than definitive end-points. The entries are presented as they were written, so some informal language and the occasional spelling mistake may appear.
Communication with staff
24/8/09
Reflections on Creative Time, Friday 21/8/09
Peter (trainee teacher) was involved in Creative Time, as was my tutor Sarah Hoskyns. He was keen to use the Creative time to work on a ‘theme song’ to use during the play he has been putting together with the students.
It was an interesting clash of ideas, I feel. I was under the impression we would be using the time to put a song together collaboratively, whereas I think Peter already had a definite idea of what he wanted to achieve within the session. I only realised as the session progressed that he already had a clear idea about what he wanted to do – right down to having lyrics and even a guitar riff organised. Whereas I had
approached it more from the angle that none of us knew what the song was going to be, and that it could sound like anything. So that was interesting – I think we were both a bit disgruntled by the end result. It could have been discussed more clearly between us before the session to figure out what each of our expectations was. As a music therapist, I felt it was most important to take my cues from what the students
were making musically. On the other hand, for someone who isn’t a music therapist (and frequently one who is) perhaps it is a bit nerve-wracking and quite counter- intuitive to go into a music session without a song prepared. Or rather, a definite idea for us to follow.
Collaboration b/w music therapist and student English teacher – issues, ideas,
common ground, integration with Creative Time. Therapeutic aims – how can it serve both purposes? Awkwardness and not knowing how to proceed. Collaboration is tricky at the best of times – esp. when not done before. Different agendas? Competing agendas? Complementary ideas. How to work together more…..
I have been in frequent contact with Peter regarding his aims ete with the play he is putting together. I wonder if there is something I could be doing more proactively?
Discussed with Vicky some of the therapeutic needs for Bradley in terms of asking for help and assistance. Discussed ways I could introduce and encourage him during Music sessions.
Working as a team
27/10/09
Work with Char today – I had a good discussion with Ardelle afterwards where we talked briefly about some possible goals for her. One thing I noticed was Char’s quite violent response to her own perceived failings when it came to trying to get the lyrics of a favourite song right. On the other hand, she was worried about seeming ‘bossy’ to me when she asked that I change the chords, or took issue with me playing the wrong chords.
We discussed the notion of trying to modify her quite unforgiving perfectionism, as Ardelle seemed to think this might become a barrier when it came to Char
transitioning to Natcoll courses at a later stage, where it is important to be able to take criticism without belting yourself in the forehead or lapsing down into depression and/or suicidal thoughts.
Research
Tuesday 1/9/09
Have begun transcribing the interview. Painstaking business, taking bloody ages. Some thoughts…..what do I recall from the interview now. I must remember to talk further about some of the ideas that came up especially in terms of using more
technology – i.e., Garageband etc – as a way of engaging with students who might not be so confident making music using actual musical instruments. Likewise, the brief discussion about a guitar group workshop as a means to practise social skills etc – that is going to be happening on Friday. It feels important to make sure that anything that gets stated in the interview process related to music therapy at CRHS is acted upon or addressed in some way, so that the interview process is not unconnected to reality but plays an active role in making things more effective for both staff and students.
Receptive MT
Thursday 3/9/09
Tomorrow, have asked students to bring one of their favourite songs for us to listen to as a group – felt that this might build on some of the ideas mentioned by the staff. I just need to figure out ways of making this therapeutic. It feels like something that I
am not so sure of, but at the same time, might be a little less stressful than the way I usually do it…..
Teaching strategies
15/10/09
Reflections on class yesterday….Continued to refine note-keeping process. Fairly steady day – what did I learn. Continue to discuss with Vicky about balance between my instincts re: MT and staff suggestions that came up during interview re: receptive listening skills. How best to strike a balance –
Discussed ideas about working in pairs to find out about favourite musicians and look at how life events have influenced and impacted on their music – the need to link this into key competency type stuff. But also look at broader themes