Transcription bank: Michelle Margaret Tomlinson



Where the transcript was published

Tomlinson, M.M.(2013). Transformational and transmodal redesign in children’s music invention: An exploration using the space of music dialogue (Unpublished doctoral thesis). Griffith University, Queensland, Australia.

Tomlinson, M.M. (2014). Transmodal redesign in music and literacy: Diverse multimodal classrooms. Journal of Early Childhood Literacy (Forthcoming)

Tomlinson, M.M. (2014). A case study of multicultural influences on music improvisation: Visual methodology. International Journal of Music Education (Forthcoming)

Go to Michelle’s Linkedin profile

How the transcript was made

Flip Video Recordings, music transcribed by MuseScore and Tracings of still images made by hand. Still images plus verbal commentary. Challenges of accurately transcribing phrasing and music notation (voice and piano) in synchronicity (alignment) or in turn with other modes of gesture, linguistics, gaze, proxemics, head/shoulders/hands and whole body movement. The phrasing coincided with new ideas (I had no piano to play).

Rationale for the design

A variety of transcripts were made, depending on modes presented for transcription. Audio modes were transcribed using music manuscript/music score to showcase all the music modes (the conceptual elements of music) present in the video. Still images drew attention to important transitional moments, especially changes in modal configuration. Tracings were ways of displaying movement when particular gestures carried the semiotic load. These also made sense of the ongoing meaning making in the unfolding music invention.

Purpose of the transcript

Transcripts built a picture of how young children were able to select and redesign modes to demonstrate conceptual knowledge and, in transmodal redesign, to demonstrate problem solving and higher thinking by transferring meaning across modes. Music improvisation was shown to be multimodal and able to be analysed holistically using the space of music dialogue. Teachers may use this space to further their knowledge of how much children know regarding concepts of music (transformational redesign – all students show this in music improvisation) and how far the understanding has developed over time (transmodal redesign).

Other issues

Interpretations were checked with a co-rater, an expert in the field. These transcripts could be interpreted in other ways, and the author concedes they are only one way of seeing children’s interactions in music – though always consistent in data collection and analysis (as one person, the author, collected, coded and analysed the data).