Search Results (26)

This article explores the pedagogical potential of soundscapes as creative learning tools for advancing environmental education in Chilean primary schools. Drawing on the Soundlapse project, we designed and implemented a school workshop that combined activity sheets, an online bird-sound repository, structured soundwalks, and immersive audio concerts with teachers and students in Valdivia. The study employed a qualitative, participatory design, analyzing teacher interviews through reflexive thematic analysis. Four themes emerged: (1) listening as pedagogical practice, (2) learning through place and the senses, (3) creativity and cross-disciplinarity, and (4) implementation challenges and opportunities. Teachers emphasized the transformative role of attentive listening, which reconfigured classroom dynamics through shared silence and cultivated students’ capacity for self-regulation. Soundwalks and sensory encounters with local wetlands positioned the environment as a ‘living laboratory,’ fostering ecological awareness, attachment to place, and intergenerational knowledge. Creative activities such as sound mapping legitimized symbolic and artistic modes of representation, while interdisciplinary collaborations between science and music expanded curricular possibilities. At the same time, institutional rigidity and lack of resources highlighted the importance of teacher agency, co-designed materials, and flexible frameworks to sustain these practices. We argue that soundscape-based education offers a timely opportunity to integrate sensory, creative, and ecological dimensions into school curricula, aligning with national and international calls for interdisciplinary sustainability education. By treating listening and creativity as core rather than peripheral, such approaches may open new pathways for cultivating ecological awareness, cultural belonging, and pedagogical innovation. Full article

This paper presents Macalla, a practice-based research project investigating how architectural spaces function as co-creative instruments in Ambisonic choral composition. Comprising four original compositions, Macalla employed Nelson’s praxis model, integrating creative practice with critical reflection through iterative cycles of composition, anechoic vocal recording, and site-specific re-recording. The project explored six contrasting architecturally significant spaces including a gaol, churches, and civic offices. Using a stop-motion stem playback methodology, studio-recorded vocals were reintroduced to architectural spaces, revealing emergent sonic properties that challenged compositional intentions and generated new musical possibilities. The resulting Ambisonic works were disseminated through multiple formats including VR/360 video via YouTube, Octophonic concert performance, and immersive headphone experiences to maximize accessibility. Analysis of listener behaviours identified distinct engagement patterns, seekers actively hunting optimal positions and dwellers settling into meditative reception, suggesting spatial compositions contain multiple potential works activated through listener choice. The project contributes empirical evidence of acoustic agency, with documented sonic transformations demonstrating that architectural spaces actively participate in composition rather than passively containing it. This research offers methodological frameworks for site-specific spatial audio creation while advancing understanding of how Ambisonic technology can transform the composer-performer-listener relationship in contemporary musical practice. Full article

Promoting children’s rights in early childhood education is internationally recognised as a priority, yet its practical implementation remains challenging. This qualitative study explored the perceptions of three early childhood educators in northern Portugal regarding children’s rights and how these are reflected in their practices. Guided by an interpretive paradigm, the study sought to understand participants’ beliefs through semi-structured interviews, conducted with full ethical compliance, including informed consent, withdrawal rights, and anonymity. Data were analysed using MAXQDA, through an inductively generated coding system. Findings indicate that educators acknowledge their vital role in upholding children’s rights and in fostering respectful learning environments. However, significant gaps were found in the realisation of the right to participation, with tensions between educators’ stated values and their described practices—particularly regarding children’s involvement in decision-making. A prevailing emphasis on protection often limited children’s autonomy and agency. The study highlights the complexities of translating policy frameworks, such as Portuguese legislation and the UNCRC, into consistent pedagogical action. Despite its small sample size, the study offers valuable insights into the barriers to implementing a rights-based pedagogy and underscores the need for enhanced educator training, active listening practices, and the recognition of play as a fundamental right. Full article

This paper pursues a phenomenological investigation of the nature of absorbed listening in Western, classical music concert audiences. This investigation is based on a data-set of 16 in-depth phenomenological interviews with audience members from three classical concerts with the Stavanger Symphony Orchestra and the Norwegian Radio Orchestra conducted in spring 2024. We identify seven major themes, namely “sharedness”, “attention”, “spontaneous thought/mental imagery”, “modes of listening” “absorption”, “distraction”, and “strong emotional experiences”, and interpret these in light of relevant ideas in phenomenology, cognitive psychology, and ecological aesthetics, more precisely “passive synthesis” from Husserl, the “sense of agency” from Gallagher, and “mind surfing” from Høffding, Nielsen, and Laeng. We show that, like absorbed musical performance, absorbed musical listening comes in many shapes and can be grasped as instantiating variations of passive synthesis, the sense of agency, and mind surfing. We conclude that absorbed listening circles around a kind of paradox of passivity, characterised by a sense of loss of egoic control arising from particular forms of invested, intensive perceptual, cognitive, and affective engagement. Full article

Assumptions about the preferences of teenagers in corporate worship regarding format, style, musical selections, and other experiences abound. Recognizing that teenagers are far from homogenous, we sought to listen deeply to how they process and define their experiences of worship, particularly through the lens of encountering liturgical difference. Our research team spent one week with approximately 35 highly religious, majority-Evangelical teenagers at Animate 2023 in Birmingham, Alabama—a summer camp with an emphasis in worship and the arts. Based on data from individual interviews and focus groups, this paper articulates some of our findings—namely that these highly devoted teenage worshipers demonstrate liturgical curiosity, delight in their own agency, and often desire to adopt practices that are foreign to them, even when some of those elements are deemed “weird”. The lived experiences of young people are often missing from conversations about their liturgical practices in both the Church and academy. While this study is not generalizable, it offers a micro glimpse into one worship arts camp, aiming to provide tangible data points to address this lacuna. Full article

This study examines the influence of K-pop consumers’ (online/offline) fandom activities on their happiness and their contemporary Christian music (CCM) listening intention and does so considering two base theories: activity theory and the content theory of motivation. In this context, we also examine the influence of happiness and CCM listening intention on CCM loyalty (word of mouth/purchase). We focus on global consumers of K-pop (people with experience in online/offline K-pop fandom activities) from two countries: the US and the UK. For our investigation, we surveyed these consumers between 1 April and 30 September 2022 through two global research agencies, namely Entrust Survey and META G DATA lnc. We received valid responses from 331 participants. We then used structural equation modeling to analyze the data and found the following: First, although K-pop consumers’ online fandom activities did not have a statistically significant effect on their happiness, their offline fandom activities did. Second, their fandom activities had a statistically significant positive effect on their CCM listening intention, although their offline fandom activities did not. Third, their happiness also had a statistically significant positive effect on their CCM listening intention. Ultimately, their happiness and CCM listening intention had a statistically significant positive effect on their loyalty (CCM word of mouth/purchase). We identified a new trend and applied it in the context of K-pop culture and CCM, thereby contributing to consumer psychology studies through creative/innovative empirical research. Full article

True crime podcasts invite their listeners to crowdsource investigations online, solving cases that have fallen through the cracks of the criminal justice system. Through a cultural criminologist lens, this digital ethnography examines The Vanished podcast as a case study of how true crime listeners engage with solving cases in digital community spaces. Previous studies have dismissed true crime fans as pseudo police acting as digital vigilantes. Podcasting communities provide an important public service, working as participatory journalists to investigate the story and report the truth. Rather than depending on law enforcement permission to organize, online crime-investigation communities leverage the Internet’s function as an organizing agent for mobilization beyond the parameters of conventional social structures and formal government agencies. Findings reveal a six-step process of case collaboration between podcast producers, active listeners, and family and friends of missing persons. Other communities can apply this unique system to successfully investigate crime, suggesting implications for individuals within marginalized groups less likely to find justice through the formal legal system. Full article

Augmenting the author’s prior research on lyrical code-switching, as presented in Picone, “Artistic Codemixing”, published in 2002, various conceptual frameworks are made explicit, namely the enlistment of multimodal and intertextual approaches for their methodological usefulness in analyzing and interpreting message-making that incorporates lyrical code-switching as one of its components. Conceived as a bipolarity, the rooted (or local) and the transcendent (or global), each having advantages in the negotiation of identity, is also applied to the analysis. New departures include the introduction of the notion of “curated lyrical code-switching” for the purpose of analyzing songs in which multiple performers are assigned lyrics in different languages, as a function of their respective proficiencies, as curated by the person or persons having authorial agency and taking stock of the social semiotics relevant to the anticipated audience. Moving beyond the negotiation of the identity of the code-switching composer or performer, in another new departure, attention is paid to the musical identity of the listener. As a reflection of the breadth of lyrical code-switching, a rich assortment of examples draws from the musical art of Beyoncé, Jon Batiste, Stromae, Shakira, BTS, NewJeans, Indigenous songsmiths, Cajun songsmiths, Latin Pop and Hip-Hop artists, songs composed for international sports events, and other sources. Full article

This paper discusses the renewal of the conception of film sound and music following the technological advances of the late 1970s. It analyses the ways in which film sound and music freed themselves from traditional uses and became elements to be designed creatively. The soundtrack composed by Vangelis for Blade Runner (1982) is exceptional in this regard: produced in parallel to the editing of the film, it forged an intimate connection between sound and image. Through the method of reduced listening put forward by Michel Chion in Audio-Vision (2019), this paper scrutinizes the specific ways in which sound shapes the perception of the image and narrative in Blade Runner. The first part of this paper analyses how sounds come to replace music to characterize moods and atmospheres. Ambient sounds create a concrete, sonically dense diegetic world, while music is associated with an abstract, extra-diegetic world where spectators are designated judges. This contrast is thematically relevant and delineates the struggle between humans and replicants; sound and music are used for their metaphorical implications rather than in an effort for realism. The second part discusses the agency of characters through the sonorousness of their voices and bodies. Intonations, pronunciation, and acousmatic sounds anchor characters’ natures as humans or replicants to their bodies. Yet, these bodies are revealed to be mere vessels awaiting definition; in the third part, we explore how sound is used to craft synaesthetic depictions of characters, revealing their existence beyond the human/replicant divide. Full article

The present study aimed to investigate and problematize an attractive school-age educare (SAEC) from the children’s perspectives. Which different aspects of quality appear in the children’s narratives about the SAEC activities? This was achieved by listening to children’s narratives and their voices. Forty-three children aged 6 to 10 participated in group conversations with the staff in their SAEC center. The study is theoretically based on a childhood sociological lens where children are recognized as active participants and agents for change and therefore important to listen to. The results show that an attractive School-Age Educare requires committed staff who inspire new discoveries, its own identity-specific premises with appropriate materials, the provision of planned and guided activities, the offering of unexpected and non-routine activities, and space for children’s agency to influence and to choose and to direct one’s own time. It is shown that free choices can both expand and limit children’s agency. In addition, the study illustrates how conversations with children can form a basic method for both developing quality and making the contextual factors for children’s agency visible. Full article

Building on critical childhood studies and childism, this paper analyses children’s participation in family law cases in Denmark. Spurred particularly by the UN Convention on the Rights of the Child, together with a general shift in the view on children, several jurisdictions, including Denmark, have implemented legislative reform in the last decades to accommodate children’s participation rights. Even though such legal participation rights have increased, research in the family law field indicates that children’s perspectives are often undermined or excluded. An analysis of qualitative data (workshops, observations, and interviews) establishes how the positioning of children and children’s perspectives (as well as how “listening to children” is enacted) can be crucial to understanding the mechanisms that either subsidize or undermine children’s perspectives in family law cases. The paper argues further that “listening emergent” to children can offer a path to deconstructing the norms and structures that undermine and exclude children’s views—and thus offer a childist contribution to childhood research. Full article

The aim of this study is three-fold: (1) to explore multiple community member views of core elements of trauma-responsive practice at a specialist school; (2) to explore impact on student wellbeing and learning outcomes, and educator experiences of their workplace; and (3) to explore insights into implementation challenges and enablers. This study uniquely incorporates four participant cohorts: parents or caregivers, educators, and community agencies involved with school students and their families. It utilises a mixed-methods approach with an emphasis on the voice of participants and their lived experience of a trauma-responsive specialist school. The data identify a trauma-responsive school culture, high staff satisfaction, improved student wellbeing and attendance, and progress towards learning goals. Reflective analytic themes centre on a collective experience of the school as a connected community, emphasising relationships, safety, collaboration, mutuality, voice, and empowerment. Findings show that the practices most valued across the cohorts centre on the collective experience of the school as a connected community, emphasising relationships, safety, deep listening, collaboration, mutuality, voice, and empowerment. Trauma-informed principles frame the discussion and implications for equity-focused trauma-responsive practice and policy development. Implications for practice and policy development are discussed. Full article

In many contexts, the interests of nonhuman animals (hereafter “animals”) are often overlooked or considered to be a lower priority than those of humans. While strong arguments exist for taking animal moral claims seriously, these largely go unheard due to dominant anthropocentric attitudes and beliefs. This study aimed to explore how animal interests might be best represented in the human world. We conducted interviews to investigate people’s perceptions of what it means to speak for other animals and who can reliably represent animal interests. Using Grounded Theory analytical methods, we identified one major theme: “Animal voice”, and its subthemes: “Animals do/do not have a voice”, “Human language constructs realities and paradigms”, and “Let animals speak”. Our findings illustrate how human language constructs contribute to shaping the realities of animals by contextually defining them as voiceless. This has serious implications for animals, society, and the environment. Drawing parallels with the relevant literature, our results reflect calls for the social and political recognition of animal voice as fundamental to animal representation. We recommend future research to focus on developing ethical and compassionate approaches to understanding animal subjective experiences to empower and amplify animal voices. Full article

A decade ago, massively open online courses (MOOCs) were heralded as the solution to universal, global access to higher education. While they failed to reach this vision, primarily because of teaching-by-telling and learning-by-listening (a PDF of the residential classroom), MOOCs provided the foundational models and infrastructure for emergency remote learning in the pandemic. Reports of remote learning’s death post-pandemic are greatly exaggerated, since the world is now irreversibly hybrid—and will stay that way because many people and organizations value the new opportunities this presents. From now on, when students leave the shelter of classrooms to interact with the world beyond schooling, they must have skills for adept performance both face-to-face and across distance. Colleges, universities, and regions that force all teaching and learning to be face-to-face are dooming their graduates to reduced agency in every other aspect of life. As discussed in recent reports from Harvard, MIT, and Stanford, innovative approaches to digital learning were developed during the pandemic that are now improving campus-based learning. Insights from these approaches offer the opportunity for student engagement at scale, taking advantage of strengths of online instruction such as collapsing time, bridging space, personalizing via rich datastreams, using AI-based instructional assistants and learning partners, delivering content and experience across universities, and sustaining online learning communities after formal instruction ends. Combined, these advances can enable next-generation massive digital hybrid learning, a means to achieve the aspirational vision of universal global access to higher education. A coalition of higher education institutions could begin to realize this vision, an essential step in enabling all learners to survive and thrive in our increasingly turbulent, disruptive global economy and civilization. Full article

Given the development of artificial intelligence (AI) and the conditions of vulnerability of large sectors of the population, the question emerges: what are the ethical limits of technologies in patient care? This paper examines this question in the light of the “language of nature” and of Aristotelian causal analysis, in particular the concept of means and ends. Thus, it is possible to point out the root of the distinction between the identity of the person and the entity of any technology. Nature indicates that the person is always an end in itself. Technology, on the contrary, should only be a means to serve the person. The diversity of their respective natures also explains why their respective agencies enjoy diverse scopes. Technological operations (artificial agency, artificial intelligence) find their meaning in the results obtained through them (poiesis). Moreover, the person is capable of actions whose purpose is precisely the action itself (praxis), in which personal agency and, ultimately, the person themselves, is irreplaceable. Forgetting the distinction between what, by nature, is an end and what can only be a means is equivalent to losing sight of the instrumental nature of AI and, therefore, its specific meaning: the greatest good of the patient. It is concluded that the language of nature serves as a filter that supports the effective subordination of the use of AI to its specific purpose, the human good. The greatest contribution of this work is to draw attention to the nature of the person and technology, and about their respective agencies. In other words: listening to the language of nature, and attending to the diverse nature of the person and technology, personal agency, and artificial agency. Full article