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A Space for Collaborative Creativity. How Collective Improvising Shapes 'a Sense of Belonging'.

ABSTRACT: In this contribution, we draw on findings from a non-formal, community music project to elaborate on the relationship between the concept of eudaimonia, as defined by Seligman, the interactive dimensions of collective free improvisation, and the concept of collaborative creativity. The project revolves around The Ostend Street Orkestra (TOSO), a music ensemble within which homeless adults and individuals with a psychiatric or alcohol/drug related background engage in collective musical improvisation. Between 2017 and 2019 data was collected through open interviews and video recordings of rehearsals and performances. Participant data was analyzed through inductive analysis based on the principles of grounded theory. One interesting finding was the discrepancy in the participant interviews between social relationships indicative of a negative affect about social group interaction versus strong feelings of group coherence and belonging. Video recordings of performances and rehearsals showed clear enjoyment and pleasure while playing music. Alongside verbal reflection through one-on-one interviews video recordings and analysis of moment-to moment observations should be used, in order to capture the complexity of community music projects with homeless people. The initial open coding was aligned with the five elements of the PERMA model. Overall, we observed more focus on Relationship (sense of belonging), Engagement (flow in rehearsals and performances) and Meaning (belonging to something greater than yourself) and less on Positive Emotion and Accomplishment (goal setting).

SUBMITTER: Verneert F

PROVIDER: S-EPMC8044394 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:For secondary outreach programs to meet the goals of enhancing science education and attracting future scientists from underrepresented populations, we need an inclusive approach that integrates students' knowledge and experiences in the process of doing science. I present three pedagogical tools designed by developing equitable, inclusive collaboration among microbiologist outreach mentors and high school biology students. These activities aim to foster a sense of belonging in a scientific community and serve as an entry point to the practice of inclusion. Over a one-semester course at an alternative high school, ten secondary students and their scientist mentors met weekly to design and conduct microbiology experiments together. This group of students and scientists participated in structured collaborative learning activities to: i) understand each other's ideas about science; ii) collectively analyze their research findings; and iii) offer peer feedback. I modified the following three learning tools for use in my secondary science classroom from protocols of the National School Reform Faculty: 1) the Quotes Introduction Activity set the stage for equitable discourse between high school students and scientist mentors, while initiating important conversations about the process of biological research; 2) the Data Analysis Protocol allowed both students and mentors to contribute to the scientific process; and 3) the Feedback Carousel Activity engaged students and scientists alike in reviewing and refining poster presentations. This inclusive engagement in the social aspects of learning science can help students feel a sense of belonging and imagine their futures in the scientific community, key steps towards inclusion. The supportive system of structured feedback in these collaborative learning activities created a safe, inclusive space for secondary students to try on the role of microbiology expert, and for scientist volunteers to practice inclusive mentorship. Drawing from inclusive pedagogical tools in secondary education will help expand our capacity for inclusive science outreach and bring us closer to the goals of improving biology education and attracting future biologists at the university level.

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A Space for Collaborative Creativity. How Collective Improvising Shapes 'a Sense of Belonging'.

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