KiMuPe Research Approach
An important characteristic of the KiMuPe research project is the integration of different types of studies involving a centrifugal movement from the researcher-as-teacher(R-T)/artist(R-A) to research based on collaboration with the communities of educational practice (CP) and research (CR) (see Figure 1).
Figure 1
The approach of the ensemble and initiation study, both situated in R-T, is an action research approach. In different cycles (plan-act-observe-evaluate) the researcher acts as teacher in order to develop good practices with deliberate body movement as a constitutive element in the instrumental music learning process.
The global method of this study is based on a gradient interaction between research and practice (see Figure 2), emerging through the different research cycles and embedded in a speculative design of the pedagogical-musicological framework (see Nijs, 2017; Nijs, under review; Nijs, Lesaffre & Leman, 2013). One important feature of this method is the gradual increase in explicit and systematic reflection (see De Baets & Nijs, 2014). Another important feature is the movement from a qualitative approach to a mixed method approach.
The global method of this study is based on a gradient interaction between research and practice (see Figure 2), emerging through the different research cycles and embedded in a speculative design of the pedagogical-musicological framework (see Nijs, 2017; Nijs, under review; Nijs, Lesaffre & Leman, 2013). One important feature of this method is the gradual increase in explicit and systematic reflection (see De Baets & Nijs, 2014). Another important feature is the movement from a qualitative approach to a mixed method approach.
Figure 2
In the first phase the focus is on practice, allowing the researcher to acquire experiential knowledge. In this phase, research methods are limited. Lessons are carefully prepared and videotaped. Students complete a questionnaire after every lesson and participate in an interview. There is no analysis of the video, questionnaire and interview data. In the second phase, research methods become more important and practice becomes more embedded within a research context. Each lesson is carefully prepared on the basis of qualitative data gathered form the 1st phase and from each lesson in the second phase. Qualitative data encompass data from the student questionnaires on classroom experience, data retrieved from the interview conducted in the first phase and data from the video observation. Research methods are mainly qualitative. In the third phase, the emphasis is on research and on the design of specific intervention studies. The research in this phase adopts a mixed method approach. A series of lessons that focuses on a specific educational goal is conceived as an intervention. Studies involve pre- and post-tests, video observation, objective measurement of movement and sound.
