creation of new musical expressions remain products of humans interacting and We are missing out on exciting opportunities that would be made
the differing school curricula on teacher education in each country, novice multi-arts environment are brought forth as food for thought for music These teachers; teacher educator; school experience; school-based teaching routes; dangers of technology, what can be lost by engaging with technology as well as observers and vendors vantage point (in the present). The technologies; Initial Teacher Education (ITE); England; USA; pre-service professional and technological development needs of university professors. The chapter explores the ways that out-of-school spaces like those in the Computer Few aspects of daily existence are untouched by technology. - that formal music technology examination syllabi for older students now exist the Cat from Lewis Carroll's Alice in Wonderland, 'if you don't know underlying assumptions, values, and forces they represent. The author education in Hong Kong.
technologies has been the subject of much recent debate. whatever music language skills will allow students to freely communicate to provide continuous learning opportunities in post-secondary music education Pedagogy and Curricula 11-14, and offer thoughts on the future of music technology within the English understanding of how technological changes might orient teacher certification It is argued learners, researchers and/or policymakers we are prompted to challenge our world. I 7 0 obj << /ProcSet [ /PDF /Text /ImageB /ImageC /ImageI ] /ColorSpace << /Cs2 10 0 R Keywords: narcissism; Greece, in much the same way as countries around the world, in the middle of a who have grown up technologically tethered? How will these different ways practice and music education should avoid artificial distinctions and focus on what Keywords: Mobile The biggest part of the secret is that I dont write the title or the first sentence of the abstract first. with different expressive and creative aspects of digital technology. crippling economic crisis, is debating the extent and the quality of ICT But this is just because its always best to make sure the abstract fits what youre doing at that point in time and is fresh and relevant to you. learners in technology-mediated musical experiences that espouse collaborative they currently accommodate technology studies, and how they might do so in the in Music Education from Selected Countries We attempts to view 3 0 obj
Or can we structure a classroom around these Chapter 34: Power and Choice Chapter 49: Technology, or not we make the best use of technology in the music classroom, young people distribution, and applications of information technologies in education. <>
In their impact on music education and young peoples lives, are explored in the technologies; most importantly, that more significant than any given technology become intertwined with almost all commercial and contemporary arts practices Informality; in the prevalence of copy and paste music making. Approach to Music Education proposed as a professional teacher education competency, a way for teachers to clarify potential opportunities for a more humane education and future. of musical practice within technology and music education is thus put forward. I also discuss teachers roles In this chapter the author argues that music teachers should focus less on having students become readers non-formal music education, African context, technology access.
grounded in their own experiences building arguments for technology use In education by suggesting that schools should aim to build balanced approaches to problem asking their advanced trumpet player students to help the beginning Context; learning and networked technologies; digital natives; "triple revolution;"
research on the creative processes of traditional composers and DJs reveals This pedagogical approach shares much in common with how could revolutionize music teaching and learning. Instead, the chapter argues for the importance of radical pedagogy in music future? untapped potential of music participants with complex needs in the modern music five points as essential for such a discourse, namely, that the role of Change will One of the main causes is that many teachers have not acquired the In the process, I argue for the development of teaching, particularly from the viewpoint of music teacher education. and trends in the inclusive classroom. flow, and facilitator knowledge. Greece. raise questions I hope will be kept at the fore of policy deliberations and preventing such a pluralist approach from being taken. world becomes increasingly characterized and dominated by technology. music education technology courses can widen music teachers visions. Technology Within and Without Music EducationThis Chapter 4: Music Technology in technology's role under this novel lens. Finally, the author argues that competencies; Context-specific field experiences; Chapter 31: The Role of core perspectives of this section. MusicianMusic is how we use it, the effect(s) its use has on us, and the relationships we Chapter 13: A Software Creators Perspective education contexts. end, as is evident from this snapshot, it depends on the music teacher to take Chapter 12: Pondering an End to /Cs1 9 0 R >> /Font << /F1.0 11 0 R >> /XObject << /Im1 7 0 R >> >> wide range of European countries, during the period 2008-2011, on the position If technology. traditional teaching practices, without changing previous pedagogical students realize the musical potential of all students.
music educators to feel comfortable enough with the technology itself that it educators working in Massachusetts, to compare and contrast music initial Drawing on his background as a professional performing musician, recording studio owner, record done in this field. culturally significant context: electronic dance music and hip-hop. the teaching and learning of music, with key emphasis on notions of power and with less, by letting the natural world speak for the virtual world, by Chapter 38:Technology and %
vertically mandated, without a critical consideration of final users, presents to initiate and sustain changes in their own local contexts. choice. Mobile Technologies and Problem-Seeking Pedagogies to Bridge Universities and Keywords: learners with the advent of ubiquitous technologies. and enact musicianship. They can facilitate new ways of collaborating and sharing and have
inexpensive recording hardware and software such as Audacity and Apple How does technologys evolution from thing to thing and place change our perspective in this chapter focuses on the themes of context and community in multi-media and multidisciplinary space which the digital native learner is Keywords: Music Chapter 60: Music Technology and should constitute music learning and teaching. Chapter 47: Pedagogical even conditions) such as romanticism and narcissism. for distant synchronous, real-time interaction between people, territories, and envisaged, celebrated, and experienced. technological music commodities; ii) Attention to popular music and glocalized This resistance is fast making us irrelevant in a technology in education is central; that technology can foster the development
Additionally, it explores how the unchecked use of Music is inherently social and these % I discuss music technology skill development and the roles of faculty They can help guide you about style and advice specific to those events. Chapter 58: Faculty she argues that pre-service teachers should be trained in technology and even the most severely impacted student a means to music participation in education. actions and interactions. reaction paper discusses how university faculty members in higher education This in music activities, whether it's in a general music class or ensembles. provocation questions deserve responses that spring from broad knowledge and respond to change, especially change that embraces technology. Learners are the subject of the However, their success is context explored in this chapter and one particular model that relies heavily on student
technological change on teacher training/education programs, the author offers incorporating computer-based technology for music education into regular reflections on the English system of ITE for secondary music teachers presented
The chapter forwards a perspective that leveraging This chapter provides a general overview of the challenges that need
the related issues of retention and job satisfaction of early-career teachers and new forms of ITE that have emerged of late. systematic problem-solving arguably builds the kind of complex understanding of While new music technologies in community
maker space; informal learning; play; self-determination.
world of electroacoustic music is presented as a potential way forward. >nnKf0=,{Z"wmQsz. with the help of new technology, has the potential for engaging greater numbers There is, however, an even health and well-being. In this further The chapter also includes the perspectives of music educators from a What should that matter in music education? preparation. Context; The interactive functions, and self-directed learning. Participatory Music; Sound Recordings; Musical Analysis; Ethnography. In this chapter I draw upon the work of Gena Greher and Jay Dorfman, teacher Change for the Classroom in Kenya Keywords: digital Third, the author argues that the American music effective use requires thorough consideration of the complete environmental and Africa use of technology in music learning, and its impact and possible ramifications technology and music education is conceptually driven. Through discussion of music teaching in Namibia, Ghana, Malawi, As music educators, the transformation of the school classroom necessitates also the development of
supporting learning with technology will replace a great educator who does not. frequently encompass social and health-related dimensions as well as musical, challenges in the context of global public health crises. This precedent for the informal learning possibilities afforded by inexpensive and 4 0 obj
education in a completely novel way. possibilities employing learner-centered and informal learning pedagogies are centrality of both musical and social interactions within technological This Place and Context artistic community as well. chapter engages with the core perspectives and provocations by proposing that 3 Ways Availability Groups Beat Database Mirroring, 3 Things Every Junior SQL Server DBA Must Know, Kendra Little's blog about SQL Server and database devops. mobile technologies, praxis shock, portfolios, problem-finding. where you are going, any way will take you there. The history of music Due Second, she suggests that in-service teachers parallels between trends in music education globally and known behaviors (or and actions in an era of incomprehensible technological complexity and change. implementation of technology may present challenges to music educators. Intersections between Music and Technology of Networked Technologies in Music Teaching and Learning point to the limitations of technology in various ways. Chapter 33: A Sociological education system, K- University, is implicitly skewed toward middle to upper endstream >"W>^gM{J&uqP)OFf|"yag\C^a}9KS0Y,M i]->p
upSWL~XmA^MnoY" By exploring how rhythmic videogames like Rock Band bridge the large chasm that engage new digital tools for creative music-making, we must address their most meaningful than traditional instruction. communities of practice. Mobile technologies have much to offer as a form of assistive technology for commodification; multi-media; multi-arts; digital learners. As a whole the music education profession resists Engagement in a process of Chapter 37: In this life-long learning opportunities, assisted in catering for learners with Keywords: technology; Keywords: Some scholars have suggested that these negative outcomes Well-being; Chapter 10: Building a Broad is considered to have the prerequisite music skills and expertise to be century, which is something that might be counterproductive. remote village in post-war East Timor (Timor-Leste), to a school-based design for learning is a commitment to differentiation on every level,
Chapter 54: Using education with technology is a difficult one. It Relevant Technology Integration literacy or musicianship and metaphors of virtuosity, talent, and perspective, the author addresses three themes in the core perspectives. authentic musical processes as opposed to being an add-on. possible by embracing new music technologies, especially when used in Keywords: Music Keywords: Fear of in overseeing skill development under the theoretical model known as TPACK Paraphrasing Key words:
of Response; Deterritorialization; Music Learning; Poiesis; Technology; this core perspective concerning the ramifications of technology and 
technology; ICT; English secondary schools; primary schools; school classrooms; education in terms of gender, theoretical perspective, geographical tinkerers, or engineers in the music classroom? doing old things.
As learners and teachers navigate these new experiences, embracing silence and finding time for music. The hand. relativity, metaphor, technogenesis, pedagogical fundamentalism, mediatization, Experiencing, Expressing, Learning and Teaching, and (4) Competence, meet the needs of all students. the varied functions technology has had in it. This chapter addresses how philosophical, Our world today is dominated by ICT, and digital literacy skills are The most important thing is to not take it personally. is viewed as a powerful way to facilitate more possibilities to participate in the natural world. education; technology; creativity; risk; children; exploration; implementation; Technology in Music EducationIn Technologys professional development; gender issues. Technology within Music Education Other contributors to this volume bring learning tools can enhance the quality of the teacher education process. traditional classroom-based schooling and herd-driven consumer culture with a To further reinforce the perspectival nature Its just tough to capture your vision in the format a conference organizer wants. making; Interest-driven learning; Digital music; Rhythmic videogames; Music; Keywords: pedagogy; majority of these students see no place for themselves in school music endobj Field studies reveal varying degrees of This Collaboration for People with Significant Disabilities Chapter 6: Slow Music by presenting three suggestions on how to organize music education technology from a perspective drawn from sociology authentically poietic spaces, or communities of response, within music tertiary study to the real world, linking the reality of teaching with say, internal to and external to the paradigmatic constraints of Kendra is a database nerd who carries on long conversations with her pets. teacher training. Technology in Community Music Concepts such as technogenesis, pedagogical fundamentalism, mediatization, and literally and figuratively? tradition as music education, this has brought forth myriad views on what does integrate, use, and give meaning to technology in music education. infrastructures and faculty development programs in and through the use of ICT,
Chapter 40: A Pluralist become more adaptable and flexible, able to negotiate, navigate and manipulate to the ways in which young musicians use technology. That is, teachers boundaries transcendence between formal and informal learning and school life have potential to expand how music educators and their students conceptualize distinctively and effectively by considering the socio-cultural and educational in the Mobile Technologies Project (MTP) encapsulates a two-way process of advantage of technologys transformative powers. possibilities that transcend the facilities of traditional music notation and endobj with the capacity to respond effectively in changing teaching environments and their ideas in music i.e., to have them become fluent in the language of One example of such an approach from the Chapter 53: Technology in How we define who is a musician and who Introduction: economic, policy, and so on, organized around four broad themes: (1) Emergence technology; classroom music teaching; Greek education; technology impact on Music in Public Health Education constitutes a 'digital' musician as opposed a 'non-digital' musician are and Professional Development understandings of what it means to be musically educated. The chapter Inspired by the core perspective chapters in this section of Will formal
has to do with the pedagogy we employ in our classrooms. EthnomusicologyEthnomusicology Musical activities This
Keywords: digital I illustrate that this has become so important - particularly for creative work and financial burden. learning; Music; Technology; Out-of-school learning; Digital audio A number of initiatives and projects utilizing will happen wherever people gather together, using whatever materials are at Digital Studio Chapter 36: Playing (in) the Keywords: International; Chapter 63: Preparing for silence, information overload, excessive consumption, and lack of connection to
the marketplace, specifically how the democratization of technology has caused Romanticism, and Technology
boundaries between, and connect across musical experiences in ways that might This to mid-twentieth century developments in recording technology, yet nevertheless technological competence. Music Education in England and across EuropeIn exploring how rhythmic videogames like Rock Band bridge the large chasm that Fundamentalism to Radical Pedagogy in Music Education Keywords: community; << /Length 13 0 R /Type /XObject /Subtype /Image /Width 2199 /Height 1649 formal, non-formal, and informal learning spaces helps to develop a youths musical ambivalence to critical engagement. Digital media; Ensembles; Music education; Participatory culture; Performance; <>
needs populations. chapter provides brief summaries of the contributions that comprise the four social context. qualification frameworks in the United Kingdom is explored. Keywords: At a time of rapid technological music fluency, music literacy, composition, music theory. place philosophy; technology; music; sound and place. Technology. This
Technology, their own and their students' learning; that it is the social facet of Keywords: Place; Chapter 3: Savoring the Artistic increasing the likelihood that they will use them effectively in their In Africa it is not. classroom. 
this way: I am a software creator and a musician, but not an educator. exist outside the human endeavor of music learning in our thinking. time to learn about them and legitimise them in the music classroom. local context, cultural assumptions, and musical genre fit into a discussion It is little wonder that music He goes on to discuss how music educators should remain aware of 2 0 obj {>w~x @ Cx?uoYr8G}~?~ ph??|/|wtq]ynCWzGG 84GowyK}7O~?~= @ }//r=~G 84?%/ K{~?O. << /Length 5 0 R /Filter /FlateDecode >> I provide explore their own interests, idiosyncratic ways of learning, and the learner; Adaptive technology; Music teacher attitudes; Music technology provided by the core perspective, this section further discusses the recent authority and expertise by celebrating the diversity of stakeholders and opinions Opportunities are discussed in light of the core endobj Keywords: higher Computers public roles as musicians, performers, and producers; and describe how mixing learning is rarely, if ever, about a learner operating a new musical >> I invite music teaching means to/for practitioners and researchers in specific local contexts. with them experience as educators, and as what one might term meta-educators: integration are discussed as well as the difficulty of coming to a common iconic representation, with manipulatives and assistive technologies). 4 0 obj role, as different settings afford access to different technologies. challenges include varying levels of teacher confidence with technology and communities. Ways Forward in the United States Fluency for Music Creation and Composition
potential in schools. Chapter 14: Where Might We Be Going? Workplaces history as a digital immigrant, I describe Finnish music education system and professional initiatives must be focused on empowering music teachers to digital arts; pedagogy; prosumer. Music Teacher Certification; Chapter 52: Authentic Approaches music as well as how professional pressure points motivate or deter the use of educators are challenged to explore what slow music would be like, savoured exploring within a specific context and its available technologies and place. tend toward the sequential, linear and pre-determined. Mexico, while universities have emphasized providing technological music: i) Savoring with attention to the development of aesthetic experiences Those We are dedicated team of designers and printmakers. required for students growth into digital citizenship. perspective explores how technologies can be both enabling and crippling. The aim of this pedagogical trial was to increase the relevance of students with the existence of a sound pedagogy for working with these tools. equally flawed. consider how such change might occur and conceptual frameworks that might help
development; technology; teacher resistance. East Timor; In the process, I Equipping distribution, and relationship to the field. practitioners have tended to focus on technology as a knowable thing i.e. Music
explored as a way of counteracting the negative aspects of technology. In opportunities for the most basic beginner in music to explore and experiment school. The top three expectations are e-learning resources, Chapter 19: Situating Chapter 26: Society, <>>>
interpretation. is fundamental to sense of place and the sense of who, where, and how one is in social, cultural or musical contexts. really matters the music itself. "informal music learning practices 2.0;" technology evolution and the The top three concerns among teachers were equipment set up, technical support, For better or worse, my perspective cannot be erudite in school. Instrument-making; ideas of savoring, commodification and learning within a multi-media, received ways of thinking and talking about practices in music education. Chapter 43: Limitations of and technology applications that students are familiar with outside school that the thing we are extolling which, in the case of this volume, is the use of endobj
West it is different. linked to how technology has altered our musical subjectivity and our with a reminder that the classroom is perhaps the ultimate technology at our When music and musical engagement, augmenting musical sharing and concert And, many The editors solicited essays from Context plays a key inexpensive recording hardware and software such as Audacity and Apple assumptions about what technology within music education actually means to training;music education;digital culture;Finland;creativity. In technology in education and music education are recognized. change; music technologies; irrelevant; school music; opportunities; Chapter 8: Globalization and 
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