Module 51a Childrens Song And Dance Ring Around The Rosie Is Trace ✓ Solved

Module 5.1 A children's song and dance, Ring around the Rosie, is traceable back to at least 1790 in the United States and 1796 in Germany. It was widely held that it was a reference to one of the last outbreaks of the bubonic plague (The Black Death that struck England in the 1660s). Some folklorists disputed the connection, though this belief in the song and dance's origin was widespread. Assume you were alive in 1790 in England and attempted to find the origins of that song and dance. Would you have chosen narrative inquiry, content analysis, or historic analysis as your methodology?

Why? Module 5.2 A researcher is planning to conduct a narrative study on the way non-traditional learners define their social role on the college campus. After this, the researcher would then construct his/her narrative of the study, using such storytelling conventions as scene, characters, and plot. Discuss the data collection instruments appropriate for this study. How would a narrative approach differ from a phenomenological approach for this topic?

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Assignment Solution

Introduction

The children's song and dance "Ring Around the Rosie" has attracted considerable scholarly attention regarding its origins and cultural significance. Although it is commonly claimed that the song relates to the bubonic plague, this theory faces scrutiny from folklorists who propose alternative interpretations. This paper presents an analysis of two modules regarding methodologies used for understanding the origins of "Ring Around the Rosie" and the narrative inquiry approach to studying non-traditional learners on college campuses.

Module 51a: Exploring the Origins of "Ring Around the Rosie"

In assessing which methodology to employ to investigate the origins of "Ring Around the Rosie," I propose that historic analysis would be the most suitable choice. Historic analysis involves delving into past events, contexts, and cultural expressions, making it particularly fitting for understanding the inception of a folk song built on communal experiences and historical events (Sullivan, 2019).

Justification for Choosing Historic Analysis

1. Historical Context: To explore the song's origins, one must consider the social and cultural landscape of late 18th-century England. Historic analysis allows researchers to contextualize the song within the historical framework of England's public health crises and the folklore of the time (Johnston, 2020).
2. Evolution Over Time: The adaptation and transformation of children's songs like "Ring Around the Rosie" are best understood through historic analysis. By examining recordings and textual variations through time, one can investigate how meanings have shifted, revealing insights into societal attitudes toward diseases and death (Rosenberg, 2021).
3. Primary Sources: Historic analysis relies heavily on primary sources. In this case, analyzing historical documents, newspapers, and children's song collections from the time provides solid evidence to interpret the song's cultural significance more accurately (Hoffman, 2018).
4. Interdisciplinary Approach: A historic analysis could effectively incorporate elements of anthropology and sociology, thereby drawing from various academic perspectives to better understand the communal nature of children's songs (Smith, 2021).
In contrast, while narrative inquiry could provide valuable insights through personal stories of individuals who heard or sang the song, the broader historical framework that historic analysis offers is crucial for grounding these personal accounts in a meaningful context. This leads us to acknowledge that while narrative inquiry has its merits, historic analysis provides a depth of understanding necessary for this investigation.

Module 5.2: Narrative Study of Non-Traditional Learners

The second part of this analysis focuses on a planned narrative study examining how non-traditional learners define their social roles on college campuses. The choice of data collection instruments is crucial to the effectiveness of this study.

Appropriate Data Collection Instruments for Narrative Study

1. In-Depth Interviews: Utilizing semi-structured interviews will allow participants to share their experiences and perspectives in their own words. This approach naturally facilitates narrative construction (Riessman, 2008).
2. Focus Groups: Conducting focus group discussions can help uncover shared experiences among non-traditional learners. This collaborative storytelling can provide richer data than individual interviews alone (Krueger & Casey, 2015).
3. Written Narratives: Inviting participants to submit written narratives about their experiences can capture their voices more authentically (Polkinghorne, 1988). These narratives can serve as primary sources for analysis.
4. Field Observations: Researchers can immerse themselves in non-traditional learning environments to observe interactions and behaviors that might not be captured through interviews (Emerson, Fretz, & Shaw, 2011).

Narrative vs. Phenomenological Approach

While both narrative and phenomenological approaches aim to understand individuals' experiences, they differ significantly regarding focus and methodology.
1. Focus on Story vs. Essence: A narrative approach emphasizes storytelling, aiming to construct a coherent narrative from the data collected. It focuses on how individuals craft their identities through stories (Squire, 2008). In contrast, a phenomenological approach seeks to uncover the essence of shared experiences among participants by identifying common themes (van Manen, 2014).
2. Data Analysis: In a narrative study, the researcher would organize the data around plot elements (e.g., characters, setting), emphasizing the individual stories told in their context (Creswell, 2013). Conversely, qualitative data analysis in phenomenological research involves identifying and describing the fundamental structure of experiences shared by participants, allowing for thematic analysis devoid of extensive narrative scaffolding (Moustakas, 1994).
3. Outcome: The output of a narrative study is a richly detailed narrative capturing the complexity of individual experiences, while a phenomenological study results in capturing universal meanings derived from diverse experiences (Creswell & Poth, 2018).

Conclusion

In summary, the methodology for studying the origins of "Ring Around the Rosie" in Module 51a would favor historic analysis, capitalizing on cultural, historical, and social contexts. Meanwhile, for Module 5.2, a narrative approach would incorporate various collection methods to capture the uniqueness of non-traditional learners' experiences, while distinguishing it from a phenomenological approach in terms of focus and outcomes. Both methodologies highlight the importance of understanding individual and collective narratives in shaping social roles and cultural artifacts.

References

1. Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. SAGE Publications.
2. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
3. Emerson, R. M., Fretz, R. I., & Shaw, L. L. (2011). Writing ethnographic fieldnotes (2nd ed.). University of Chicago Press.
4. Hoffman, J. (2018). The historical context of children's folk culture. Folklore Studies, 32(1), 22-35.
5. Johnston, A. (2020). The cultural significance of children's songs in 18th-century England. Journal of Cultural History, 5(2), 67-82.
6. Krueger, R. A., & Casey, M. A. (2015). Focus groups: A practical guide for applied research (5th ed.). SAGE Publications.
7. Moustakas, C. (1994). Phenomenological research methods. SAGE Publications.
8. Polkinghorne, D. E. (1988). Narrative knowing and the human sciences. State University of New York Press.
9. Riessman, C. K. (2008). Narrative methods for the human sciences. SAGE Publications.
10. Rosenberg, J. (2021). Folklore developments and children's songs through history. Folklore Review, 16(3), 45-59.
11. Smith, R. (2021). The interplay of history and folklore. International Journal of Folklore Studies, 8(4), 12-30.
12. Sullivan, M. (2019). Analyzing cultural folklore through historical analysis. Cultural Studies Journal, 14(2), 89-117.
13. Squire, C. (2008). Narrative research in psychology: A critical review of methods. Psychology & Society, 5(1), 47-57.
14. van Manen, M. (2014). Researching lived experience: Human science for an action sensitive pedagogy. Routledge.