AIRS Annual Report Year 1 Sub-Theme 3.2: Intergenerational Understanding

Submitted by Dr. Rachel Heydon (April 1, 2009 – March 31, 2010)

Goals of AIRS addressed

The team is moving forward with all the goals as stated in the Milestone document under theme 3.2. The sub-theme will also be able to integrate with themes related to pedagogy (theme 2) (e.g., pedagogies for the teaching of singing to young and old; the relationship between singing and learning opportunities in speech and language) and psychological health (theme 3.3) (e.g., measures of generativity).

Contribution to AIRS goals over the past year(s) of the project (a) with AIRS funding (b) without any
funding or with other resources (Please note, however, that AIRS has provided generous student funding that
will be reflected in future annual reports.)

Refereed Publications:

Books:

1. Heydon, R. (under review). Children and elders learning in the circle of life: Curriculum support for intergenerational learning programs. Washington, DC: National Association for the Education of Young Children. (b)

Refereed Book Chapters:

1. Beynon, C. A., & Alfano, C. (in press). Getting to know you: Fostering learning, fun and friendship between two generations. In D. Elliott & K Veblen (Eds.), Community music today. Lanham, MD: Rowman & Littlefield. (b)

2. Heydon, R. (in press). Curriculum and intergenerational learning. In N. Howe & L. Prochner (Eds.), New directions in early childhood education and care in Canada. Toronto: University of Toronto Press. (b)

Presentations:

1. Heydon, R. (2010). Intergenerational learning programming from a curriculum studies’ perspective: New directions, new possibilities. Paper presented at the meeting of the Early Childhood Education and Care group, Concordia University, Montreal, Quebec. (b)

2. Heydon, R. (2009). Sharing and thriving through intergenerational singing curriculum. Invited Address to the Early Childhood Music Specialist Course, Royal Conservatory of Music, Toronto. (b)

3. O’Neill, S. A. (2009) Developmental perspectives on singing engagement. Paper for Symposium on singing and psychology: Interdisciplinary perspectives and implications. 70th Annual Convention of the Canadian Psychological Association. Montreal. (b)

4. O’Neill, S. A. (2009). Celebrations of revealing: Learning to respect cultural diversity through music. Pan‐Canadian Symposium 2009: Widening the Boundaries of Music Education, University of Victoria, British Columbia. (b)

Symposia:

1. Beynon, C. A. (2010). Men aloud: Male choral symposium. London, ON. (b) [Video shooting completed and 2 documentaries to be produced, 1 focusing on gender and singing and the other on the intergenerational focus of the symposium.]

Project Description

This is a three-phase project. Phase one (year one) has been funded and almost complete: review of the existing literature of IG singing, survey of IG singing programs in the pilot region to determine what exists, in what form, and receptiveness to such programs. Phase two (years two & three): A draft curriculum will be developed and a pilot IG singing program launched in London, ON. Following the pilot, the draft curriculum will be implemented, reviewed, and revised before being re-implemented in London (this time with site staff such as recreation therapists attempting to teach the program). Research in phase two will involve the documentation of the program including the learning and relationship-building opportunities its curriculum and pedagogies afford and the creation and implementation of a measure of generativity. Phase three (late year 3) will see the program implemented in Ottawa and possibly beyond.

Student(s) involved, their level of degree and home university

Students in phase one:

1. Kim Eyre, (Post-Doctoral) Research Assistant, Ph.D. (Faculty of Music); seasonal instructor, The University of Western Ontario; beginning appointment as Assistant Professor at Nipissing University (Faculty of Education; Music Education), Aug. 1, 2010

2. Tiffany Ng, Research Assistant, M.Ed. Candidate, The University of Western Ontario (Faculty ofEducation, Curriculum Studies)

3. Sylvia Richardson, Research Assistant, M.Ed. Candidate, Simon Fraser University (Faculty of Education, Arts Education)

Students to be involved (phase two, beginning September, 2010):

1. Wendy Crocker, Research Assistant, Ph.D. Candidate, The University of Western Ontario (Faculty of Education, Educational Studies, Curriculum and Pedagogy Field)

2. Terry Loerts Research Assistant, Ph.D. Candidate, The University of Western Ontario (Faculty of Education, Educational Studies, Curriculum and Pedagogy Field)

3. Paul Boissonnault, Ph.D. Candidate, Simon Fraser University (Faculty of Education, Arts Education)

Expected scholarly outcomes

Outcomes:

The attainment of AIRS goals as described in section 3 which can add to the extant literature on IG learning and IG singing programs and benefits, establish an infrastructure in London and Ottawa for IG singing programs; establish a curriculum and related handbook for IG singing programs that can be disseminated for use in other locales; the creation of a generativity measure.

Contribution to Digital Library:

Samples of IG singing collected during phases two and three.

Deliverables:

(highlighted areas show where the sub-theme has already met or exceeded anticipated deliverable)