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Association: Name: ISME World Conference and Commission Seminars URL: http://www.isme.org/
Citation: URL: http://citation.allacademic.com/meta/p402498_index.html Direct Link: HTML Code:

Howell, Gillian. ""Do They Know They're Composing?": Music Making and Understanding among Newly-Arrived Immigrant and Refugee Children" Paper presented at the annual meeting of the ISME World Conference and Commission Seminars, China Conservatory of Music (CC) and Chinese National Convention Centre (CNCC), Beijing, China, Aug 01, 2010 <Not Available>. 2013-05-23 <http://citation.allacademic.com/meta/p402498_index.html>

Howell, G. , 2010-08-01 ""Do They Know They're Composing?": Music Making and Understanding among Newly-Arrived Immigrant and Refugee Children" Paper presented at the annual meeting of the ISME World Conference and Commission Seminars, China Conservatory of Music (CC) and Chinese National Convention Centre (CNCC), Beijing, China Online <PDF>. 2013-05-23 from http://citation.allacademic.com/meta/p402498_index.html

Publication Type: Accepted as Poster Review Method: Peer Reviewed Abstract: This paper discusses issues of creative music making and understanding as they arose in the context of a music program for newly-arrived refugee and immigrant children. How do young people make sense of a music environment when they don’t understand the language of the facilitator or other participants? Visual information and imitation offer reliable entry points into participation, but are not always sufficient for more complex creative processes such as group composition and invention. The author draws upon recent experiences working in an English Language School for new arrivals, and explores the key points of resonance and understanding that may take place for participants in a composition process.

When Musical and Learning Styles Interact: Investigating College Students’ Participation in Group Music-making Activities

Providing Best Practices for Urban School Mentors Who Work With Beginning Teachers To Enhance Student Learning in Large Urban Schools

Reframing failure: High school mathematics teachers' learning about struggling students through participation in workplace communities