ABSTRACT

Participatory performance, as defined by Thomas Turino, holds the potential to contribute to enhanced social bonding, cooperation, and the realisation of community among participants – despite the conflict or ‘paradox’ between self-expression and collective affiliation which it often provokes. This study considers how managing this underlying ‘paradox of belonging’ can positively contribute to the development of participatory performance’s social benefits. It presents a case study of practitioner research situated in a UK secondary school, in which pupils (aged 11–13) faced the paradox of belonging during participatory performances of Terry Riley’s In C. Pupils perceived an emerging conflict between individual ability and interpersonal affinity, and in response proposed and practised different models of leadership to avoid, activate, and transcend the paradox. The study concludes by evaluating how these same responses could allow other participatory practices in secondary music classrooms to equip pupils to negotiate the paradox of belonging.

摘要

尽管托马斯·杜里诺（Thomas Turino）定义了参与性表现，但它有可能为增进参与者之间的社会联系，合作和社区实现做出贡献，尽管它常常引起自我表达和集体联系之间的冲突或“悖论”。这项研究考虑了管理这种潜在的“归属悖论”如何对参与式绩效的社会效益的发展做出积极贡献。它提供了一个位于英国中学的从业者研究案例研究，其中，在特里·莱利（Terry Riley）的《In C》中，学生（11-13岁）面临归属感的悖论。学生意识到个人能力和人际亲和力之间正在出现冲突，因此，他们提出并实践了不同的领导模式来避免，激活和超越悖论。该研究通过评估这些相同的回答如何使中学音乐教室中的其他参与性练习装备到学生中，以解决归属感的悖论，从而得出结论。