Conclusion

Evaluation

During this project, I found that exploration and experimentation helped me to formulate a clear understanding of this chosen example which added to the outcome as the deconstruction in the learning process helped me to identify with my understanding of intention and gave me confidence in maintaining authenticity in tradition while developing my own voicings. In future practice, I hope to seek thorough knowledge in the learning phase which could help me to make decisions more effectively when tackling traditional songs. I have gained added perspectives on learning methods like the use of collection books which I believe to be a significant part in the preservation of folk song and have an effective role in learning due to the vast resource that I believe I will consistently refer to as a starting point when learning a new song.

In conclusion, the individuals’ unique learning process in Scots folk song shapes aspects like interpretation, authenticity and how we add new voicings alongside the preservation of traditional material. In the early stages of learning, themes like intention require critical thought which shows effectiveness when attached to prior background knowledge that can help a folk singer to identify with a song’s contents. As a community of practice, commonalities and differences could be explored to evaluate individual processes in learning to consider the relationship between preservation and innovation in folk songs.