ARP cycle step 1: Define the problem and frame research questions
“Step 1: Identifying and Limiting the Topic
The first step in any research study is deciding exactly what to study. Since personal and professional experiences are so central to teacher-initiated action research, possible topics for investigation might be anything about which you are curious, that piques your interest, or that intrigues you in any way. Essentially, you are looking to identify some topic that you would genuinely like to examine in depth (Johnson, 2008). It is important to remember that the goal of any action research project is a desire to make things better, improve some specific practice, or correct something that is not working as well as it should (Fraenkel & Wallen, 2003). These goals must be kept in mind when initially identifying, and later narrowing the focus of, the topic.”
-Bradbury, H. (ed.) (2015). The SAGE handbook of action research [electronic resource]. Los Angeles: SAGE. Chapter 2, p.39. Available at: https://methods-sagepub-com.arts.idm.oclc.org/book/the-SAGE-handbook-of-action-research-3e
The problem:
Sound Arts is a subject that, in general terms, draws introverts and those who enjoy listening more than speaking. It requires a large amount of solo work with headphones on or alone in a studio. In class discussion this can become evident in the lack of confidence students have in using their voice, both in speaking in discussions and in using their voice creatively in Sound works. The habitual discussion, socialising in workshop environments and seminars are less prominent than in more visual courses, and this can lead to a few dominant voices in class discussions. I run various activities in class to prompt everyone to speak, to counter this, however I am interested in running a co curricular series of workshops focussed on using the voice.
Research Question Version 1: How can I empower all students to have a voice?
Description:
Choir workshops working with alternative notation (not sheet music) with a focus on inclusive sound works and engaging with a diverse range of voices, including non-binary and trans voices.
Initial feedback from Unit prep workshop:
Anonymous
4mo
Love this! Reminds me of the value of being ‘literal’. How can students have a voice? Let them make/sing one, together. It also suggests the idea that a sense of self is interdependent on others having/creating voice. The idea of finding our voice is quite seductive, comes with ideas of authenticity. But art and design college is partly about learning the skills, and feeling empowered, to make one, or many voices.
Anonymous
15d
Love this! Can staff join too? I need voice development urgently!
Research Question Version 2: How can I facilitate participants to develop skills and confidence to empower them to use their voices either creatively or in discussion?
Description:
I developed this in response to feedback from my tutor in my first tutorial. I’ve focussed this to relate to students who attend the workshops as it is co curricular, and not all students will attend. I’ve also focussed the aim more, to develop skills and confidence. After discussing it with my tutor, I think empowering students to use their voices is also tied to mental health and wellbeing, as singing in a group has been proven to improve wellbeing and this will increase confidence. I’m also aware that the benefits may be dependent on what areas of coursework students are involved in at the time, as it is aimed at students on different courses and in different years within the Sound & Music Program. After being asked by several staff if they could join, I decided to widen the participants to staff as well as students, as increasing the use of the voice by staff will also encourage students and potentially disseminate the findings further.
After the initial feedback in presenting my Action Research proposal to tutors and peers, I developed the research question further to include more detailed questions:
How can I facilitate participants to develop skills and confidence to empower them to use their voices either creatively or in discussion?
Within this question, it will examine in more detail the questions below:
- Can we facilitate students to use their voices more in their creative work?
- Can we facilitate students to use their voices more in class?
- Can we support students’ in gaining confidence through increasing wellbeing with group singing?
(Please see Rationale post https://pgcertiplum.myblog.arts.ac.uk/2023/11/08/rationale/).