‘This is me’ video
The participants were asked to prepare a short ‘this is me’ video to share in the first meeting as a way of introducing themselves in a way that gave them artistic and creative freedom to show themselves in any way they want:
For this first meeting we want you to introduce yourself with a little video, maximum 2-3 minutes, in which you illustrate yourself and what you do. We call it "This is Me / This is my message". Feel free to put anything in that describes you as a person and/or artist. Please make sure that your main instrument also plays a role in it! See results
Before the first meeting, each student was asked to fill in a pre-project Questionnaire, the aim of which was to gather information about who they are, their motivation for joining the project, their musical experience and qualities, their self-confidence and self-efficacy, whether they enjoy challenge, and how much the project description fit their comfort zone.
The results reflected a very rich and diverse group of musicians who were largely open to and experienced in many types of music, were creative and curious, and extremely willing and eager to participate in the project. See results
Introductory group workshop for Phase 1
During the first online meeting of the project, the researchers introduced the idea of the ‘Duo for a Day’ phase and explained the concept behind their research to the participants. Each participant introduced themselves by showing a personal ‘This is Me’ video that they had prepared. The second part of the workshop involved a facilitated brainstorm about duo collaboration. The following questions were posed to the group regarding the project:
What is important?
What types of goals could you imagine?
What problems and pitfalls might there be?
The workshop was video recorded via Microsoft Teams
Each participant was asked to formulate a ‘wildcard’ for their peers in case a duo was stuck during their session and needed an idea or some inspiration for their creative process. All wildcards were collected by the researchers. On the Sundays that a duo was working Felix created the Wildcard hotline between 12-15h. If stuck, the duo could text him and ask for a wildcard, Felix would choose one (they were anonymous) by lottery and send it back to the students. See results
Duo for a Day videos
Each duo produced a short video presentation at the end of their day together, which was presented to the group the following evening.
Duo personal report
Each participant was asked to write a personal report after their duo day. The questions were:
Q1: Describe the process you went through throughout the day: what happened?
Q2: What was interesting, surprising, unexpected or intriguing: how did it effect you?
Q3: What challenges did you encounter?
Q4: With a score from 1-10 (where 10 is the highest) how satisfied were you with the process and the outcome?
Group feedback sessions
For four consecutive weeks, each Monday evening, the group met online together with the coaches/researchers to watch the duo session/s from the previous day. The feedback procedure followed the critical response process, where the ‘audience’ gave statements of meaning (how the performance struck/affected them), performers described how the day went and asked questions to the group, and the group members asked questions to the performers. The researchers also used these sessions to discuss any logistics and problems connected with the project and to plan the dates and production of the group project phase that would take place in June. All four feedback sessions were online and were recorded on Microsoft Teams. See results
Post-Duo phase individual interviews
At the end of the duo phase, each participant was interviewed separately, to find out what they learned from their experience and how valuable they found the experience. The researchers also asked for feedback about if they thought the activity should be in the curriculum in some way and whether the design of the project could be improved. The specific questions were:
Q1: What did you learn from this experience?
Q2: Would you like to do something like this again, and if so, why? If not, why not?
Q3: Should this be in any form in the curriculum?
Q4: Is there anything that could be different or added?
Q5: What is your own question: is there something important for you to add that we didn’t ask?