Across all technologies, approximately half of the musicians had regular access to technologies in the lesson space vs. practice space. 42, 197213. Psychol. A small significant main effect of construct was found [F(1, 249) = 6.95, p < 0.01, 2 = 0.03], in which ease of use received slightly higher ratings than usefulness across applications. Table 4. London Future research should expand on these findings by exploring deeper the reasons for and processes by which musicians choose the technology they use and the innovative ways by which they are incorporating them into their pedagogy. The results from the structural equation modeling support Davis (1989); Davis et al. The Technology Use and Attitudes in Music Learning Survey was developed for this study. Despite this comfort with and access to new technology, availability reported within one-to-one lessons was half of that within practice sessions, and while a large percentage of musicians actively recorded their playing, these recordings were not frequently reviewed. The third section asked about technology access, use, and attitudes in learning one's primary instrument, including whether the standard technologies listed above are available in their practice room and lesson space, whether the classic music technologies of metronomes, tuners, and audio/video recording devices are accessed via smartphone or on bespoke devices. 15th Floor (2014). Music 44, 880892. Music education is no exception, seeing significant study and growth and building upon general trends of technology use in the modern classroom (Purves, 2012; Sweeney et al., 2017). The survey also contained a section shown to violinists as part of a sister project, the results of which are not reported here and details of which are not included in the Supplementary Material. Error bars show 95% CI. These evolutions are changing the way we listen to music, view, think about, and create music. DfES Department for Education and Skills. Self-reported use of technology for music teaching activities. 6, 2942. This was significantly higher than the grouping of practice, ensemble, and life (e.g., mental and physical health, nutrition) skills. Table 6. One of the standard technologies that added a lot of improvement to the music industry is Virtual Studio Technology. As with current technology use, musicians gave the highest scoring for career development skills. STEMing the tide: using ingroup experts to inoculate women's self-concept in science, technology, engineering, and mathematics (STEM). In general, the digital era has led to a democratization of the music industry, improving opportunities for artists and professionals of many types. Ed.
Music Educ. Figure 3. 
If programming is your thing, this could be a route into the industry. Regarding use of technology for music learning, musicians were found to rate the drivers to new technology significantly higher than barriers preventing them from using it. Respondents were also asked the degree to which they find day-to-day technologies easy to use and useful in an adaptation of Davis's (1989) scales for Perceived Usefulness and Perceived Ease of Use of Technology, which together predict actual use of technology. Composers can produce film scores from their home studios. (2005). As predictors of current use of technology, only usefulness showed a significant effect ( = 0.46, p < 0.001) with 21% of variance accounted for. Digital software is the biggest game-changer for the music industry in the aspect of production. Hire-Train-Deploy, the missing piece of your talent puzzle. Training Stud. The lowest included whether the technologies were time saving, inexpensive, and required for use. The remaining categories did not show significant differences between them. Bank of East Asia Harbour View Centre, Musicians were asked whether they had access to a series of technologies in the spaces where they normally practice and receive lessons (see Table 2). doi: 10.1017/S0265051701000316, Davis, F. D. (1989). Ho, W. C. (2004). The low score for the skill of good tone or timbre may also speak to the complexity of the construct and a lack of market-ready technologies to analyze and develop this skill, although new strides are being made in this area (Himonides, 2009; Giraldo et al., 2017, 2019). The questions on skills developed using current technologies were repeated with reference to the potential usefulness of future technologies in addressing the same seven categories (see Figure 6).
Error bars show 95% CI. Methods 3:424. doi: 10.1037/1082-989X.3.4.424, Hugill, A. The musicians, tools, etc., must all be at the same location for recording. The research reported in this article was supported by TELMI (Technology Enhanced Learning of Musical Instrument Performance), a project funded by the European Commission's Horizon 2020 research and innovation program (grant no. The perceived usefulness of future technologies was significantly predicted with a small effect by usefulness of current technologies ( = 0.15, p < 0.05), although current technology use was a much stronger predictor ( = 0.56, p < 0.001) with a combined 41% of variance explained. Br.
Conceptual frameworks, theoretical models and the role of YouTube: Investigating informal music learning and teaching in online music community. J. Educ. Music Education in England: A Review by Darren Henley for the Department for Education and the Department for Culture, Media and Sport. Video-streaming is one such industry, with services like Netflix constantly creating and releasing new content. *Correspondence: Aaron Williamon, aaron.williamon@rcm.ac.uk, Technology Enhanced Music Learning and Performance, View all
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Educ. 2022 Southern Utah University | Privacy Statement. Further research should examine explicitly differences in attitudes between individual and classroom-based music learning paradigms. (2017). 14:119. doi: 10.1017/S0265051700003569, Creech, A., and Gaunt, H. (2012). Music Technology Performance Technology Emphasis online, M.M. Br. doi: 10.2307/3345656, Bhattacherjee, A., and Premkumar, G. (2004). doi: 10.1111/j.1467-8535.2010.01069.x, Silveira, J. M., and Gavin, R. (2016). A repeated measures ANOVA showed a significant effect of skill [F(3.74, 303.21) = 34.35, p < 0.001, 2 = 0.30], and a repeated contrast (with the items in reverse rank order) showed four significantly different groupings (see Table 8 and Figure 5). Psychol. Friedman's ANOVA, followed by pairwise comparisons (with effect sizes calculated via Wilcoxon signed-rank tests) was used to examine frequency differences. The role of technology in the music classroom has benefited from two decades of close attention. Learning in the spotlight: approaches to self-regulating and profiling performance, in Musicians in the Making: Pathways to Creative Performance, eds J. Rink, H. Gaunt, and A. Williamon (Oxford University Press), 206221. Understanding changes in belief and attitude toward information technology usage: a theoretical model and longitudinal test. 10:334. doi: 10.3389/fpsyg.2019.00334, PubMed Abstract | CrossRef Full Text | Google Scholar, Hallam, S. (1995). 4, 224233. Digital distribution platforms also let artists and small labels sidestep larger industry-controlled distribution channels. J. Musicians reported the highest skills in career development, followed by developing musical and technical skills, then by practice, ensemble, and life skills, with presentation the lowest. We would like to thank Rafael Ramirez, Alfonso Prez, Gualtiero Volpe, Manuel Oliveira, Maria Margoudi, Madeleine Mitchell, and the TELMI team for their contributions to the survey design and dissemination, as well as the Associated Board of the Royal Schools of Music, British Association for Performing Arts Medicine, Brent Music Service, European String Teacher's Association, Musician's Union, and the Royal College of Music for their aid in distributing the survey. While the means reported suggested slightly higher increases in confidence with some of the lower-rated technologies (i.e., audio/video recording playback and motion capture), as well as a greater tendency to seek out and enjoy the search for new technologies, it may indicate that the established trend of men (and boys) showing greater confidence with music technologies (e.g., Colley et al., 1997) is waning with the explosion of personal computing and smartphones and the emergence of a new generation of digital learners (Snchez et al., 2011). Finally, musicians were asked the degree to which they found technology easy to use and useful in their day-to-day lives, using an adaption of Davis's (1989) scales. This democratization and proliferation of music through technology is a boon for music lovers, as is the opportunity to watch a performer live online from thousands of miles away. Recording artists and publishers are also focusing on placing music in TV shows, films and commercials to generate revenue from licensing and royalties. doi: 10.1007/s12144-003-1015-5, Barry, N. H., and Mcarthur, V. (1994). Himonides and Purves (2010) surveyed the field, finding ten distinct roles technology took in the classroom, ranging from improving performance skills to facilitating communication to increasing teachers' abilities to assess the success of their students and their own teaching strategies. 51, 289301. CD ROM in music education. Br. Trainee teachers' perceptions: factors that constrain the use of music technology in teaching placements. Manag. Registered nurses who earn their Bachelor of Science in Nursing (BSN) degrees open themselves up to, New Online RN to BSN Program in the Region, With a rising emphasis on continued education in the nursing field, many registered nurses are returning to school to earn their Bachelor of Science in, The Impact of Technology on the Music Industry, Master of Business Administration General Emphasis online, Master of Business Administration Business Analytics Emphasis, Master of Business Administration Finance Emphasis online, Master of Business Administration Healthcare Administration Emphasis, Master of Business Administration Marketing Emphasis online, Master of Business Administration Leadership Emphasis online, M.M.
Comput. To this was added two latent variables(3) musicians' current use of music technology and (4) perceived usefulness of potential future technologies to develop music-performance related skillseach aggregated from the seven skill categories as reported above. Ed. Technology has changed how people create music. A small significant main effect of application was also found [F(1, 249) = 15.43, p < 0.001, 2 = 0.06], in which ease of use and usefulness received slightly higher ratings in general technology use than in music-specific cases. Recordings as learning and practising resources for performance: exploring attitudes and behaviours of music students and professionals.
Figure 6. doi: 10.1111/j.1467-8535.2010.01142.x, Ellis, P. (1997). (2010). Perceived usefulness, ease of use, and usage of information technology: a replication. 1402, 14th Floor, Use of standard music technologies. On the other, behavioral intention often falls short of actual behavior, functioning more as a moderator than a direct predictor (Armitage and Christian, 2003; Sniehotta et al., 2014). J. Such a shift toward mobile devices and computers was also seen in the increased accessibility of these devices in the practice and lesson space compared with audio/video recording and playback equipment, as well as the fact that the majority of musicians were found to be engaging with the classic music technologies of metronomes, tuners, and audio/video recording functions on their smartphones as opposed to bespoke equipment. The range of primary instruments included keyboard (36%), strings (including guitar and electric bass; 35%), and woodwind and brass (23%), with the remaining 6% comprising a mix of percussion, vocal, and other instruments.
The TAM was not initially designed for speculation on hypothetical future use of technology, thus no hypotheses were drawn on the predictors of future intentions. New synths, sample manipulations, and new noises that weve never heard before will greatly impact how people compose music. This was followed by the musical skill of rhythmic accuracy, which showed the highest overall score [M = 4.42, SD = 1.99; F(1, 231) = 106.63, p < 0.001, 2 = 0.32]. 43, 7184. 9 Articles, This article is part of the Research Topic, https://www.frontiersin.org/articles/10.3389/fict.2019.00011/full#supplementary-material, https://www.gov.uk/government/publications/music-education-in-england-a-review-by-darren-henley-for-the-department-for-education-and-the-department-for-culture-media-and-sport, Creative Commons Attribution License (CC BY). For documenting practice time, a Wilcoxon signed-rank test showed that significantly more documentation occurred without technology than with (i.e., handwritten notes; T = 3459.50, p < 0.05, r = 0.13; effect size r calculated following Rosenthal, 1991, showing a small effect), where 64% of musicians did not ever engage with technology-driven notes and 6% did so on at least a daily basis, while for traditional means 60% never used them and 14% engaged at least daily.
Support for Parents: The Best Start for Children. It is a production technique that began in Europe and has been spreading down into India, Australia, and even across to the United States.
An independent review by the Department for Education on music education recommended that further work was needed to develop a national plan to embrace technological innovation and ensure that teachers are kept up-to-date with new developments (Henley, 2011). Luxembourg: Publications Office of the European Union. Mean self-reported skills for using technological devices. While technology may remain underused in the classroom, with the barriers including a lack of availability, technical competence, and institutional support (Kenny and McDaniel, 2011; Fautley, 2013; Gall, 2013), its influence is growing. [emailprotected], Wiley Edge doi: 10.1037/a0021385, Sweeney, T., West, D., Groessler, A., Haynie, A., Higgs, B. M., Macaulay, J., et al. doi: 10.1109/HAVE.2009.5356123, Venkatesh, V., Morris, M. G., Davis, G. B., and Davis, F. D. (2003). (2017). MIS Quart. 1 = not at all, 7 = very; ***p < 0.001 as measured by a repeated measures ANOVA using a repeated contrast. Giraldo, S., Ramirez, R., Waddell, G., and Williamon, A. 100 West George Street
Wu, B., and Chen, X. Survey of Schools: ICT in Education. Figure 4. Advancements in home recording software allow musicians to record at low cost. Professionals who are savvy with music technologies like digital recording platforms, MIDI composition and audiovisual programming software are exploring new lines of work in booming industries. The largest difference was the practice skill of avoiding injury, which had the overall lowest score [M = 1.89, SD = 1.74; F(1, 231) = 216.55, p < 0.001, 2 = 0.48]. If youre an artist and want to create a music video, or youre a band and want to record your first solo, there are applications that will do a lot of the work for you. (2011). What Is a Master of Music in Studio Technology? Apprenticeship and empowerment: the role of one-to-one lessons, in Musicians in the Making: Pathways to Creative Performance, eds J. Rink, H. Gaunt, and A. Williamon (Oxford: Oxford University Press), 2856.
Digital technologies led to growth in the music industry at first. Asheboro, NC: Statistical Associates Publishing. doi: 10.2307/3345799, Himonides, E. (2009).
Paid digital distribution platforms, most notably iTunes, followed shortly after Napster and revolutionized the monetization of digital downloads. The next questions investigated the degree to which musicians use technology to develop seven skill categories (technical, musical, ensemble, practice, presentation, career, and life) adapted from existing work to profile musicians' skills (Williamon et al., 2017) and including specific subskills (e.g., dynamics, rhythmic accuracy, tracking progress) for several of the categories. doi: 10.1093/oxfordhb/9780199730810.013.0042, Daniel, R. (2001). Received: 14 March 2018; Accepted: 29 April 2019; Published: 31 May 2019. Read part 3. This somewhat contradicts findings within the general music education classroom, where Gall (2013) found lack of availability, technical competence, and staff support to be the largest barriers to technology adoption, and Gilbert (2015) found it to be a lack of time, especially in difficulty to set-up. 21, 499523.
Professional musicians' orientations to practice: implications for teaching. The internet as teacher. To examine sex differences, a series of between-groups t-tests was conducted. Towards a real-time system for teaching novices correct violin bowing technique, in Proceedings of HAVE, the IEEE International Workshop on Haptic Audio Visual Environments and Games (Lecco). SmartPLS 3. Boenningstedt: SmartPLS GmbH. As it provides tools that can be used to help plan, monitor, and review one's performance, technology has great potential to improve the efficacy of learning by harnessing the principles of deliberate practice through self-regulated learning, which calls for a cycle of explicit planning, deliberate execution, and thoughtful evaluation of one's practice that cycles back into preparing for the next practice session (Zimmerman, 1990; Jrgensen, 2004; Ritchie and Williamon, 2013; Hatfield et al., 2016; Williamon et al., 2017). By submitting this form, I am providing my digital signature agreeing that Southern Utah University (SUU) may email me or contact me regarding educational services by telephone and/or text message utilizing automated technology or a pre-recorded message at the telephone number(s) provided above. However, they recorded themselves significantly more often than they viewed those same recordings (T = 612.50, p < 0.001, r = 0.30), the latter of which was done with more frequency than the degree to which they recorded others' playing (T = 3014.50, p < 0.001, r = 0.22). Technol.
Pegaz Building B, The highest technology use was for scheduling lessons and advertising, while the lowest were giving feedback, tracking progress, and organizing and tracking students' time spent practicing. The lowest skills were reported for motion capture technologies and smartwatches with no significant differences between them but significantly lower than the video recording/audio playback grouping. Keywords: technology, learning, musicians, performance, technology acceptance model, Citation: Waddell G and Williamon A (2019) Technology Use and Attitudes in Music Learning. Search all openings and apply! Millions of instructional music videos can be found via online portals such as YouTube, used not only by individuals in informal learning practices but being actively incorporated into educational frameworks (Waldron, 2012; Smart and Green, 2017). The skill groups that followedmusical, technical, and practice-basedwere marked by notable deviations of certain subskills. Music. The Technology Acceptance Model (TAM). The Supplementary Material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/fict.2019.00011/full#supplementary-material, Adams, D. A., Nelson, R. R., and Todd, P. A. Figure adapted from Davis (1989, p. 985). Now we consider due dilligence questions that employers should ask when choosing a vendor.
Ed.
Music teachers are making use of technologies to communicate with and organize time with their students, though more research is required to reveal how technology is being employed within the teaching studio and what innovations may be possible therein. Self-reported use of technology for music teaching activities. The reason you need to learn about the technology is to understand how it is impacting the music that you create, how it can make improvements, and how to use it responsibly to get the sounds that you desire most.
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