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Finally, we will describe the possible implications for musicians applying the principles and concepts of risk and error management to the musical environment. Although error and risk management are important issues in many disciplines, and although errors occur frequently in learning processes, little is known in instrumental pedagogy about systematic strategies for managing errors. The purpose of the present interdisciplinary approach is to apply ideas, principles, empirical results, and practical strategies in the area of risk and error management to the training of musicians. For years, many educators promoted the idea of errorless learning.

The challenge confronting students was to avoid errors altogether. Skills were acquired by repetition without reflection. The idea embedded in this approach is that if students make errors, they will internalize them and be prevented or slowed in learning the correct information Roediger and Finn, Empirical research in general pedagogy e. In educational contexts, errors may be accepted as unavoidable incidents, but generally they are not considered to be helpful, so they are not even categorized in educational discourse Weingardt, In learning situations, where they could be informative and provide positive learning opportunities, students may merely avoid them.

As educational theory has increasingly been influenced by constructivist ideas, the focus has shifted to a detailed consideration of the learning process. In a constructivist perspective, errors are useful and positive sources of information for further learning Spychiger, Exploration respectively varied practice and playing provides individuals with unstructured opportunities to explore effective strategies, in which self-directed learning is encouraged. The contrast between behaviorist and reflective approaches to teaching is also found in approaches toward dealing with errors Kruse-Weber, a.

Mediation in Family Disputes: Principles in Practice

In this approach, teachers are like police, monitoring and controlling the performance of their students but not helping them to learn. Teachers who are interested in the cognitive and emotional processes that lie between input score and output performance should avoid the temptation to immediately correct errors.

Instead, they regard student errors as opportunities for creative pedagogical intervention. They should adopt a constructivist attitude that acknowledges the active role of the student in generating her or his own knowledge in interaction with the teacher, and the important role of metacognition in training students to learn more independently to ensure their long-term success. They should ask simple, process-oriented, metacognitive questions such as: why did you play this?

Questions of this kind encourage the student to think about what he or she is doing Kruse-Weber, a. In behavioral psychology Skinner, , errors were equated with punishment that can inhibit behavior but do not contribute to learning. Skinner regarded errors as a consequence of moving too fast from one step to the next in a learning program, or a lack of the prerequisite behaviors that are necessary for learning to succeed.

On this basis, if we are to prevent learners from making errors, we must offer them detailed, step-by-step instructions for the correct performance of specific tasks and the correct solution of specific problems. In his social-cognitive theory, Bandura viewed errors as needless, time consuming, and hence detrimental to learning. Instead, he favored the idea of a guided and error-free learning environment. According to Bandura, , p. Traditional approaches to teaching involve a kind of linear thinking, based on a linear understanding of causality.

Learners are thus guided by a step-by-step series of strategies. Teachers often wait for one correct answer to a question; they fail to realize that there may be many possible solutions, and that errors have productive potential. In a more constructivist approach, Bruner , regarded learning as an active process associated with problem solving. Learners are constantly constructing new ideas or concepts based upon interactions between their experience and their existing knowledge.

The learning process involves metacognitive skills of selection and transformation of information, decision making, hypothesis generation and testing, and meaning generation based on available information and experiences. An active process of discovery allows the student to uncover the interrelationships between concepts and ideas, which in turn allow them to gain new knowledge. Making errors is a necessary aspect and gives the learner a better comprehension of the information.

Constructivism is about how learners devise their own meaning by asking questions, developing answers and interacting and interpreting the environment. Wills confirmed this approach of learning; he demonstrated that we learn more rapidly about cues for which we initially make incorrect predictions than cues for which our initial predictions are correct. Traditional models of learning have recently been questioned because of their linear approach.

Learners typically start with the same exercise followed by other equal teaching exercises.

Error management for musicians: an interdisciplinary conceptual framework

The differential learning approach, which is common in sport, tries to find individual optimal performance patterns by way of a large variety of between-exercises differences by the systematic avoidance of repetition and constantly changing movement tasks which add stochastic perturbations, based on the principle of balancing solutions in a certain range of solutions. Results of error studies by Keith and Frese in the area of work and organizational psychology have been consistent with the negative connotations of errors in educational research.

Working situations are often similar to learning situations in that errors are seen as a nuisance. They interrupt the workflow; error correction is time consuming and causes frustration, which in turn causes stress; and some errors have severe consequences for individuals and organizations that can lead to desperation. It is therefore understandable that people usually prefer to avoid errors in the first place. But research in software design Keith and Frese, found that error management training EMT , in which students are free to make errors, ultimately leads to higher adaptive transfer when compared with error-avoidance training because errors during training stimulate attention, which in turn facilitates later retrieval of similar problems and their solutions see also Zapf et al.

In early studies Frese, , ; Frese and Zapf, ; Frese et al. Other studies investigated decision-making tasks e. In the late s and early s, cognitive psychology displaced behaviorism as the leading paradigm in both psychology and educational research. Psychological interest shifted away from stimulus-response relationships to the processes that lie between stimulus and response Hoffmann, But this paradigm shift had little impact on music instrumental pedagogy.

Musicians still have a generally negative attitude toward performance errors, which are equated with failure, shame, and fear. Related to this, learning and performing situations are not sufficiently differentiated, and support and evaluation procedures are not transparent enough Spychiger, In instrumental music education, there is a tendency to focus on unilateral error prevention rather than learning from errors. We have contradictory situations in instrumental pedagogy.

On the one hand, beginners leave errors uncorrected because they do not have schemata in place for correcting them in practice Hallam, ; Hallam et al. On the other hand, there is a strong focus on error prevention in teaching and learning. An error-friendly culture of learning that cultivates an optimistic, enlightened attitude toward errors could resolve this contradiction. Error friendliness is a way of offering students more opportunities to learn by reducing the negative impact of undesired outcomes Spychiger, Music psychologists have confirmed that a constructive approach to errors incorporates informative feedback and error correction during the learning progress Ericsson et al.

There seem to be another contradictory situation in music: While some musicians strive for risk-taking to achieve greatness in the performance, for many others excellence means flawless performance and most possible security. They go to extremes in practicing perfection in a desperate attempt to avoid risks.

We have always to balance risk taking vs risk avoidance. The philosopher of jazz and music , Marsalis has argued that learning arts or music means to constantly demand risks. It demands courage, curiosity, and desire, and a degree of spontaneity. Successful risk-taking should be shaped by skill and instinct and be managed, but not avoided. The biggest risk may be to take no risks at all McMaster, To clarify the discussion, it is useful to consider definitions of central terms.

Defined as incidents that occur outside the flight-deck, threats are conditions that have the potential to impact negatively the safety of a flight Thomas, In addition, the cognitive appraisal of risks is subjective, influenced by individual perception. Whenever trying to achieve an objective, there is always the chance that things will not go according to plan and the results are not as expected. Results are sometimes positive, sometimes negative, and sometimes both. One aim of ISO is to reduce uncertainty as much as possible. Distress is triggered not only by the dynamics of information processing but also by the subjective assessment of the individual situation.

An excess of information is objectively perceived as overload and subjectively as a threat. The error is defined as the unintended result of an action see e. Error management occurs during and after an error. The main aim is not to avoid the error itself, but to avoid its negative consequences, and to resolve errors easily, quickly, and without stress Zapf et al. To achieve this goal, it helps to develop a flexible and emotionally relaxed attitude toward errors. Error management involves understanding the nature and extent of the error and identifying behavioral responses that can prevent errors or mitigate their effects Helmreich, Disturbances are dealt with in a differentiated manner that does not significantly compromise the initial goals Weingardt, Learners are faced with a paradox.

On the one hand, they tend to fail when they are trying to do something innovative. On the other hand, if they do not fail, they are not innovative. Risk and error management techniques are systematic attempts to resolve this paradox. The conceptual framework of error management has been used in different complex organizational domains, including higher risk disciplines such as aviation, industry, and medicine, to develop a better understanding of the processes of error systems and on that basis to develop better strategies to manage errors Helmreich, In normal flight operations, flight crews are faced with a variety of external threats and can commit a range of errors that could affect the safety of airline operations.

TEM is used to evaluate both the performance of individual pilots and the environment in which they work Koglbauer, It occurs prior to a potential error and involves anticipating errors and associated disruptions. This proactive approach is an attempt to detect and evaluate errors, and to mitigate risk factors and facilitate the avoidance of incidents and accidents Langeroodi et al.

The medical profession could learn from TEM in aviation. Surveys have confirmed that pilots and doctors have common interpersonal problem areas and similarities in professional culture Helmreich, In aviation, accidents are usually highly visible; as a result, aviation has developed standardized methods of investigating, documenting, and disseminating errors, and lessons drawn from them Helmreich, Aviation increasingly applies procedures of error management; the systematic observation of flights in operation has identified failures of compliance, communication, procedures, proficiency, and decision making in contributing to errors Helmreich, Psychologists in the area of human factors acknowledge that errors do not occur in isolation, but are generally the result of failures at a systemic level Reason, In general, an error committed by a pilot cannot be clearly separated from the complex situation in which the pilot is working.

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Helmreich points out that accepting the inevitability of errors and the importance of reliable data on error and its management will allow systematic efforts to reduce the frequency and severity of adverse events. Error management adopts a non-punitive stance toward inadvertent error, which promotes an error-friendly culture. It involves error tolerance, which in turn involves being prepared for disruptive events and adverse developments Helmreich, There is an interaction between safety and human performance.

Performance may fall below expectations because risks were discovered too late, or simply ignored. In this regard, mere knowledge of risks and possible responses to error is not enough; it is also necessary to practice their application in natural situations.

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Trainee pilots experience critical situations in flight simulators. They are familiar at this level with the consequences of errors such as poor decisions or incorrect responses. They internalize reactions to errors that may happen in a future emergency Oser et al. But there is the risk of a Rumpelstiltskin effect : although these pilots may be able to demonstrate their practical knowledge in a flight simulator, they may still react inappropriately when unexpected incidents or errors occur during a real flight.

The solution is to practice dangerous stunts with no passengers — to develop behavioral-strategies responding to threats under stressful conditions Kruse-Weber, b. In the TEM concept, principles of anticipatory learning theory are applied to flight instruction practice. The concepts of anticipatory processes assume that our behavior in complex situations is not only a reaction to situational conditions; behavior is also affected by expected outcomes Kallus et al. The findings of Kallus and Tropper provide evidence for the existence of anticipatory, feed-forward control mechanisms involved in the regulation of resource allocation during high task load Kallus and Tropper, ; in Koglbauer, Distress before an accident or triggered by the first few seconds of a crisis might reduce the quality of information processing and error management performance Wickens, ; in Koglbauer, Although flight training in simulators is used all over the world, only a few studies have evaluated the transfer of skills acquired in the simulator to real flight Koglbauer, These empirical findings have important practical consequences: anticipation-based TEM in flight simulators can improve the TEM performance of pilots, while decreasing workload and emotional strain.

Koglbauer noted that as a consequence of anticipation-based recovery training in the simulator, pilots in an experimental group demonstrated a significant increase in performance, as well as a decrease in workload and emotional strain during both a simulator test and the flight test performed in the aircraft. As pointed out above, recent studies in the psychology of human—computer interaction have shown that specific EMT has even more positive effects when it is supported by additional metacognitive advice.

Article excerpt

In studies on the psychology of human—computer interaction by Keith and Frese , participants received brief instructions that emphasized the positive informational feedback of errors. They were told that it is natural to make errors. Some examples should illustrate these encouraging brief instructions in EMT after Keith and Frese, :. Students reflect on the causes of errors and develop an emotionally relaxed attitude toward them, which improves learning. Metacognitive activities prompt learners to stop and think about the causes of the error and to experiment with different solutions.

Two major verbal categories can be distinguished: metacognitive e. Learners can develop two different self-regulatory skills: they learn to exert emotional control to reduce negative emotional reactions to errors and setbacks Kanfer et al. Error management training goes beyond regarding errors as negative feedback indicating non-achievement of a goal.

Rather, learners are encouraged to use errors as a basis for thinking ahead and trying out something new. The focus on informative aspects of errors is a distinctive feature of the error management approach. Error management training involves active exploration as well as explicit encouragement for learners to make errors during training and to learn from them.

Error management training is distinguished from alternative training methods as purely exploratory and proceduralized training. In active exploration, participants are given minimal guidance and they actively explore and experiment on their own; adequate mental models are best acquired by direct action. In proceduralized training, participants are given a clear feedback and they are not encouraged by errors during training. Another distinguishing feature is that EMT creates a learning environment in which errors are likely to occur.

It creates a positive error climate, but there is still a residual fear of errors, which of course must be corrected Spychiger and Oser, Early studies reported EMT to be effective in terms of post training transfer than for within-training Keith and Frese, Risks can generally be perceived as either failures or opportunities. Balancing between both aspects means changing conditions or removing sources of risk.

In order to identify risks and figure out how best to mitigate them, the entrepreneur Hirai provides a conceptual framework for classifying risks in the dimensions likelihood of occurrence, severity of the potential consequences and reversibility see also the classification of consequences and reversibility on errors from Spychiger in Kruse-Weber, c ; p. ISO is a family of standards relating to risk management codified by the International Organization for Standardization. The purpose of ISO is to provide principles and generic guidelines, assessment techniques, and definitions on risk management.

ISO seeks to provide a universally recognized paradigm for practitioners and companies employing risk management processes. The following responses to risk are considered in the ISO guidelines:. These guidelines clearly demonstrate that risk-taking can be seen as a deliberate strategy. With this checklist the person is able to analyze, evaluate, balance, and decide which aspect is the best for further action in the decision-making processes.

Risk identification is a process itself. After having identified the potential risks or vulnerability of critical effects, one can list and analyze risks. Analysis includes the evaluation of the scenarios according to the criteria of probability and consequence potential. It also includes the analysis of causes or failures. The next step is to plan possible responses to the risk and to identify ways to reduce negative outcomes.

Through simulation and anticipation of risk situations in practice, one can monitor whether new skills are implemented correctly. At least the person has to prioritize the risk reduction based on a certain strategy. The flip side of risk is opportunity. Risk-taking can lead to success. The person allows and analyzes failures with the objective of improving the quality of subsequent risk-taking. This risk-taking is not only intelligent — it can produce interesting results. Maher argues that entrepreneurs, if they want to succeed, must take significant risks.

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Entrepreneurship is neither easy nor risk-free. He points out that more than half of all startups fail within a few years. Risk is an integral part of entrepreneurship. Great entrepreneurs and great artists achieve success through keen awareness and management of risks Maher, All three approaches can be seen as error-friendly: errors are looked at and analyzed as positive sources of information rather than ignored.

The role of errors in music performance is comparable with the role of errors in higher risk disciplines such as aviation and medicine. Both cases refer to dynamic complex systems in which large amounts of data are quickly processed. Both involve psychological distress in response to errors or the threat of errors. Like errors in aviation or medicine, errors in musical performances e. Musicians have to deal with expected and unexpected incidents, and external and internal threats.

Errors can have specific, severe, and irreversible consequences. Errors in music performance cannot be compared with the fatal errors that sometimes occur in hospitals. Errors in performance may nevertheless give a musician the feeling that their career is over and dead, and in extreme cases errors may indeed end a musical career. In this regard, even music performance may be seen as a high-risk discipline. Balancing risks and managing errors may represent one of the core competences of musicians.

But the latent underlying risks of performance situations are often ignored and underestimated, as the following anecdote illustrates. A violinist practiced very hard but nevertheless failed an audition. She attributed her failure to errors in her performance, and attributed those in turn to the following three events: shortly before the audition she met a hostile colleague; the accompanist played much faster than expected; and the committee was noisy, which was distracting.

The errors could have been avoided if these variable factors had been anticipated along with appropriate response strategies, and if the corresponding skills had been practiced in prior simulations. The Underworld, whether the Greek Hades or the Chinese Yellow Springs, is not just a repository of the dead, but the source of fertility, wealth, and hidden wisdom bestowed only upon the adventurous who cross the border between this world and the next.

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Newark charts this important city's place in the nation, from its founding in by a dissident Puritan as a refuge from intolerance, through the days of Jim Crow and World War II civil rights activism, to the The Press and Power in a Changig Zimbabwe draws attention to the role of the press in Zimbabwe's multilayered and fractured transition s between and This role is explored critically through an analysis of the relationship between the media and centres of political and corporate power in the transition and how this influenced the patterns of media framing of political contests and political debate.

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Not only a study of texts, Language, Eros, Being is perhaps the fullest confrontation of the body in Jewish studies, Marina Leslie draws on three important early modern utopian texts--Thomas More's Utopia, Francis Bacon's New Atlantis, and Margaret Cavendish's Description of a New World Called the Blazing World--as a means of exploring models for historical transformation and of addressing the relationship of literature and history in contemporary critical practice.

While the genre of utopian texts is a fertile terrain for historicist readings, Leslie demonstrates that utopia provides unstable This is the authoritative textbook on family mediation. As well as mediators, this work will be indispensable for practitioners and scholars across a wide range of fields, including social work and law. It draws on a wide cross-disciplinary theoretical literature and on the author's extensive and continuing practice experience. It encompasses developments in policy, research and practice in the UK and beyond.

Roberts presents mediation as an aid to joint decision-making in the context of a The musical practice functions in this way as an important space for maintaining and displaying Palestinian culture, thereby asserting a unique Palestinian identity and securing the transmission of this identity to the coming generation of Palestinian refugees. Thus, while the musical practice in significant ways alters or challenges experiences of marginalization and neglect and provides participants with resources by which they can belong to their community and attach themselves to broader social and cultural configurations, these transgressive movements are intimately linked to a set of normative processes connected to the imposition of a specific and essentialized version of Palestinian identity related to a particular place and particular cultural traditions.

Representing Palestine is extremely important for BAS, the organization running the music program. While political factions strive for power inside the camps, hosting commemorative events and educating the new generation of Palestinians are seen as uniting and respectable endeavors, providing BAS with important social legitimation in the exile community. The BAS social center in Rashidieh often presents shows during Palestinian holidays such as the commemoration of al nakba , the commemoration of the massacres in Sabra and Shatila , or Palestinian Land Day.

These performances are valued for the way they express positive feelings toward Palestinian identity and history; however, they are also significant because they convey how the coming generation of Palestinian refugees identifies with this history. This show of loyalty is important to the wider community of Palestinians in Lebanon and especially to the political and social institutions that claim to represent them because it conveys an image of a united and steadfast Palestinian population awaiting the just and inevitable return to their homeland.

However, while such performances express the resiliency of the Palestinian community and thereby challenge its continuing marginalization, they also posit this marginalization as the dominant category through which the participants are to interpret their existence. Without a doubt, the music program offers experiences of genuine joy and excitement through music making to its participants as well as opportunities to perform social relations that challenge pervasive feelings of exclusion and deprivation.

That said, it is important to recognize how the performance of these relationships is embedded in certain social, institutional, and political structures that, at a deeper level, define the subject positions, identifications, and social relations available to the participants. These positions are not necessarily experienced as traumatizing or even problematic by the participants themselves. However, based on my fieldwork and the accounts from anthropologists working among the Palestinians, [13] I find it reasonable to suggest that the young Palestinians growing up in refugee camps in Lebanon are struggling not only against marginalizing structures imposed from outside the Palestinian community but also against the victimization that is enacted from within.

In other words, while the music program in many ways provides resources that allow for a transgression of some confining aspects of the social experience of its participants, it is at the same time reinstating and reinforcing other parts of the social formation, which places significant constraints on how subjectivities and socialities are constituted and maintained. Rather than a liberating means of positive social transformation, for the participants in the Palestinian music program, musical performance appears to enter an already existing mix of transgressive and normative identifications and practices.

While the analysis undertaken here only superficially addresses the dynamics in this particular practice, I believe it nonetheless demonstrates the potential of expanding the dominant analytical models to arrive at more genuine understandings of the ambiguous outcomes of socio-musical practices. The central argument in this article is that while the dominant conceptions of musical sociality have contributed with significant insights into the transformative potential of music, they do not fully account for the potential ambiguous and conflictual consequences of social music making.

Instead, I argue that the model of dissociation between the musical practice and social reality implied by the idea of the musical utopia risks concealing how underlying ideological forces guide and control the utopian space. Although seemingly enacting alternative experiences, such performances are not necessarily subversive, but potentially implicated in reproducing other aspects of the social formation and, in this way, contribute to the legitimation and naturalization of social normativity see also Boeskov As pointed to in the analysis of the Palestinian music program, while musical performance in this context allows for resistance toward unjust social structures, the musical practice simultaneously contributes to the imposition of a specific version of Palestinian identity, thereby also commanding the adoption of certain attitudes, feelings, and convictions connected to Palestinianness and the acceptance of a particular interpretation of the past, present, and future for the Palestinian refugees.

Seen from this perspective, the question for a critical social analysis of musical practice is not, as Born , frames it, whether the musical performance is efficacious in overturning the wider social relations or not. Instead, the task becomes to map out the more complex social workings of musical practices, which are likely to involve transgressive functions as well as mechanisms that tacitly reinforce social normativity.


Failing to address how immediate social relations produced in musical performance are connected to wider social and institutional formations entails a risk of exaggerating the transgressive and transformative functions of musical performance and overlooking the normative or constraining aspects.

The result is not only inadequate analyses of music as a means of social transformation. More disturbingly, such analyses also contribute to concealing and naturalizing the power relations upholding the status quo. Disregarding how musicking involves constraining as well as transgressive features may thereby reinforce rather than transform the marginalizing structures that music making supposedly can contest.

I believe this stance will guide the field of music education toward a genuine understanding of the fragile, unstable, and ambiguous power of music. He has co-edited a special issue of the International Journal of Community Music focusing on community music in the Nordic countries published March Allan, Diana.

Refugees of the revolution. Experiences of Palestinian exile. Stanford, California: Stanford University Press. South Atlantic Quaterly 1 : 91— Baker, Geoffrey. El Sistema. Oxford: Oxford University Press.

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  • Baker, Geoffrey, Vincent C. Bates, and Brent C. Talbot, eds. Action, Criticism, and Theory for Music Education, 15 1. Special issue: El Sistema. Belfiore, Eleonora, and Oliver Bennett. The social impact of the arts. An intellectual history. New York: Palgrave Macmillan. Bergh, Arild, and John Sloboda. Music and art in conflict transformation: A review. Boeskov, Kim. The community music practice as cultural performance: Foundations for a community music theory of social transformation. International Journal of Community Music 10 1 : 85— Boia, Pedro S. Empowering or boring?

    Discipline and authority in a Portuguese Sistema-inspired orchestra rehearsal. Action, Criticism, and Theory for Music Education 16 2 : — Born, Georgina. Music and the social. In The cultural study of music. New York and London: Routledge. Bowman, Wayne.

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    No one true way: Music education without redemptive truth. Regelski and J. Terry Gates, 3— New York: Springer. Envisioning the impossible. Brinkmann, Svend, and Steinar Kvale. Learning the craft of qualitative research interviewing , third edition. Thousand Oaks, California: Sage. The Norwegian Academy of Music and the Lebanon Project: The challenges of establishing a community music project when working with Palestinian refugees in South Lebanon.

    International Journal of Community Music 10 1 : 71— Butler, Judith. Gender trouble. Feminism and the subversion of identity. London: Routledge. Cohen, Mary L. Music Education Research 15 3 : — DeNora, Tia After Adorno. Rethinking music sociology. Cambridge: Cambridge University Press. Hva er musikk godt for? B: Om musikkundervisning, likhet og ulikhet. En dialog. Oslo: Cappelen Damm Akademisk. Elliott, David J. Music matters. A philosophy of music education, second edition. New York: Oxford University Press.

    Frierson-Campbell, Carol. Musicking in a West Bank conservatory: Toward a sociological framework. Action, Criticism, and Theory for Music Education 15 3 : — Frierson-Campbell, Carol, and Keumje Park. Action, Criticism, and Theory for Music Education 15 2 : 73— Hammer, Juliane. Palestinians born in exile. Diaspora and the search for a homeland.

    Austin: University of Texas Press. Hammersley, Martyn, and Paul Atkinson. Principles in practice , third edition. London and New York: Routledge. Hennion, Antoine. Music and mediation: Toward a new sociology of music. The passion for music. A sociology of mediation. Farnham: Ashgate. Hesmondhalgh, David.