Lauri A Hogle
Dados Biográficos
| ID | 9498164 |
|---|---|
| NOME | Lauri A Hogle |
| PRENOMES | Lauri A |
| SOBRENOME | Hogle |
| ASSINATURA | HOGLE L A |
| AFILIAÇÕES | Oakland University |
| ORCID | 0000-0001-7895-7206 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 3 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 3 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2021 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2021 |
| ÍNDICE H | 0 |
Inclusion of a music learner with ASD through play-full intersubjectivity
Through a case study of Jad (pseudonym), a music learner with autism spectrum disorder (ASD), I sought to understand his experiences as he engaged in peer scaffolding activities of a choral ensemble. The study illuminated the role of intersubjectivity (or shared understanding) in socially mediated music learning within an environment of inclusion. Through inclusive, play-full, intersubjective attunement of younger children to Jad, he increasingly…
Fostering singing agency through emotional differentiation in an inclusive singing environment
The purpose of this phenomenological study was to gain insight into experiences of adults who expressed personal discomfort with singing, either alone or when others might hear them. Singing agency in music learning, one’s belief in one’s own capacity to sing aloud, served as the guiding lens for the study. Narrative analysis of interview data, from 15 adults who self-identified as non-singers, provided understanding of experiences that they beli…
“I Feel Good When I Sing It Right”: Singing Agency in Children
The purpose of this qualitative study was to gain insight into learner perceptions of their singing agency (their belief in their capacity to sing aloud) in their elementary school music class. Guiding research questions focused on children's ideas about learning experiences that might foster or hinder singing agency. Data included field notes from classroom observations, video recordings of class sessions, semistructured interviews with 93 indiv…
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Inclusion of a music learner with ASD through play-full intersubjectivity
Through a case study of Jad (pseudonym), a music learner with autism spectrum disorder (ASD), I sought to understand his experiences as he engaged in peer scaffolding activities of a choral ensemble. The study illuminated the role of intersubjectivity (or shared understanding) in socially mediated music learning within an environment of inclusion. Through inclusive, play-full, intersubjective attunement of younger children to Jad, he increasingly…
Fostering singing agency through emotional differentiation in an inclusive singing environment
The purpose of this phenomenological study was to gain insight into experiences of adults who expressed personal discomfort with singing, either alone or when others might hear them. Singing agency in music learning, one’s belief in one’s own capacity to sing aloud, served as the guiding lens for the study. Narrative analysis of interview data, from 15 adults who self-identified as non-singers, provided understanding of experiences that they beli…
“I Feel Good When I Sing It Right”: Singing Agency in Children
The purpose of this qualitative study was to gain insight into learner perceptions of their singing agency (their belief in their capacity to sing aloud) in their elementary school music class. Guiding research questions focused on children's ideas about learning experiences that might foster or hinder singing agency. Data included field notes from classroom observations, video recordings of class sessions, semistructured interviews with 93 indiv…
Diverse Music Education Insights (3 obras) · Psychology (3 obras) · Social Psychology (3 obras) · Sociology (3 obras) · Music education (2 obras) · Music Therapy and Health (2 obras) · Neuroscience and Music Perception (2 obras) · Pedagogy (2 obras) · Singing (2 obras) · Agency (philosophy) (1 obras)