From Intern to Investigator

Case study/vignettes of layered leadership through evolving

internship roles

Pathways to Success

What is the CMIE?

CMIE = External: Research Center & Program Development

leadership Internal: pre-professional teaching artist training &

program development research (MIE Concentration & Guided Internship Program)

Internally: Value placed on internship diversity, self-motivation, inquiry-based learning processes

Matching of intern idea with community needs (internal: CMIE/New England Conservatory; external: schools, arts orgs, Consortium partners)

Past Context

Research Center was separate; students doing ‘research internships’ weren’t supported by course seminars or department

Teaching artist internships more similar to performance outreach (less emphasis on sustainability at one site; portfolios recommended but not required)

Student experience not buttressed by department policies for portfolio work, layered research with blended methods, etc.

When I was a guided intern…

Documentation Specialist: Observed, collected data, and tested K-3 students at the

Peabody School (Musical improvisation project) Teaching Artist:

Design/implementation of an aural skills/music literacy curriculum (using fixed-do Solfege) for Boston Arts Academy

Music Plus Music Integration: Introduced music integrative/teaching for transfer/LQCPR-

type teaching and reflective practices to school systems in China while teaching English as a foreign language

Blended Research: Evaluative Report on MIE portfolio methodology; scoring of

portfolio work and designing framework for digital portfolio system

Transition to Development of Guided Internship ProgramVisions for conditions & design of

program

CMIE Organizational Flow Chart

Guided Internships in Practice

Many internships’ conditions mirror ‘real world’ scenarios Student “shops” internship to community partners and may

have to tailor ideas to fit partner needs/expectations/goals Trajectory may span 2-3 semesters Portfolio work submitted by semester or at project end

Internships designed around action research/documentation regardless of type (teaching artist, program development, private lessons, etc.)

Guided Interns practice/serve in at least two communities (internal & external)

Vignette #1: From MIE Documentation Specialist to CMIE Researcher Read Fred’s own vignette regarding this process:

Seminar 4/Fred_DS-to-Researcher_Vignette.pdf

Fred’s perseverance and natural impetus for inquiry led to him authoring and compiling an entire library of: Audio/video recordings Transcripts of teaching Double entry journals Reference articles This library was accessible online by his peers so the artifacts could

be included and reflect upon in their own portfolios. Examples from Fred’s MIE/Solfege Blog

http://nec-advanced-solfege.blogspot.com/

Vignette #2: Roles and Contexts for Guided Interns as Documentation Specialists

Excerpt from a Guided Internship Proposal: I want to be a part of [the growth of the Atrium music program]

and hope to bring my own perspective and ideas to the program’s evolution. Specifically, I would hope to establish a more active level of observation and reflection on the program and its progress. By focusing my efforts on expanding methods of documentation, I would be able to produce more material for

which we could evaluate the program’s progress and effectiveness.

Read Charles’s vignette: Seminar 4/Charles_EmergingDS_Intern_Vignette.doc

Vignette #3: Artist-Teacher-Scholar as an Agent of Change CMIE Focus School Guided Internship Fellowship

Building an Music Plus Music Integration Essential Skills Curriculum K-6

Guided Internship Team guided by MIE faculty and Seminar Documentation Specialists Engaged in School Project Creating Opera and Opera Performance Outreach Teacher Professional Development School Digital Portfolio and Program Demonstration

Read Jessica’s vignette: Seminar 4/Jess_A-T-S_AgentofChange_Vignette.doc

CMIE Focus School Project

Vignettes of Guided Intern Team Documentation