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- Volume 2, Issue 2, 2009
Journal of Music, Technology & Education - Volume 2, Issue 2-3, 2009
Volume 2, Issue 2-3, 2009
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Addressing the need for a collaborative multimedia database of Maltese music
By Toni SantThis article is a position paper addressing the author's plan to build a collaborative multimedia database of Maltese music. The proposed collaborative project will use wiki technology to capture a living archive of past, present and future works of interest in connection to music from and in Malta. Such a project raises various critical issues related to intellectual property rights, preservation policies and techniques, technical infrastructure strategies, and other similar topics. Research on these issues is directed through specially developed postgraduate research studentships, which will ensure the project's longevity.
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Exploring a virtual music community of practice: Informal music learning on the Internet
More LessOver the past ten years, online communities of practice have evolved in cyberspace formed around different folk music genres, including Bluegrass, Irish Traditional, and Old Time (OT) music. Using Wenger's (1998) social learning theory as a framework, and informed by Hine's research in cyber ethnography (2000), the purpose of this article is to explore the informal music teaching and learning practices that characterize the OT music online community as a community of practice (CoP). What defines the OT online community as a CoP? What technologies including software programs do learners use and how do learners modify these to fit their needs? What practices characterize learning in this online community? Information gleaned from this article will serve a twofold purpose. First, the exploration of music learning in this online CoP will have implications for lifelong music learning and formal school music education. Second, this study will demonstrate the appropriateness of employing cyber ethnography as a method for conducting online narrative research in music education.
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Models of interaction: performance strategies in works for piano and live electronics
More LessWhile a considerable amount of literature and pedagogical repertoire already address the challenges of performance practice in works for instruments and fixed media, this body of knowledge largely excludes approaches to mixed works with interactive live electronics. Working with live electronics requires additional skills from the performer, and presents a different set of problems and solutions. As the repertoire grows, performers, composers and music educators must become acquainted with this emerging practice. In this article, the author introduces the concept of models of interaction in order to examine several works for piano and live electronics from the performance practice perspective. The text is illustrated with examples from classic and recent repertoire.
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Children's speaking and singing voices are one voice: evidence from perceptual analyses of independent voice parameters
By Tiija RintaTraditionally, children's speaking and singing voices have been regarded as two separate entities, each being used for a distinct vocal behaviour. Nevertheless, according to the voice-scientific and evolutionary perspectives, children use the same voice for generating all vocal behaviours. Due to such an evident contradiction, the intension of the study was to investigate whether pre-pubertal children's speaking and singing voices are perceptually connected. Voice recordings were conducted with 76 7- to 10-year-old children. Each child performed a set of speaking and singing tasks and their vocal output was recorded with high-quality technological equipment. Subsequently, each voice sample was analysed perceptually with the use of a specially designed perceptual voice assessment protocol. The key finding was that the participant children's voice quality and vocal characteristics correlated statistically significantly between the two vocal behaviours, as evidenced through general voice quality and individual voice parameter analyses. The findings therefore imply that children's speaking and singing voices are perceptually connected. It can be argued, then, that children possess one voice that is used for generating speaking and singing behaviours.
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Hand2Hand and Dot2Dot: developing instruments for the music classroom
More LessThis article explores the process of developing new software musical instruments for use in the Key Stage 2 (primary pupils aged between 7 and 11 years) and Key Stage 3 (secondary pupils aged between 11 and 14 years) music classrooms. It considers the process of instrument design, educational application and use through case studies drawn from the project's two distinct stages. It reflects on aspects related to instrument design, associated instrumental technique and learner motivation. It highlights the concept of infra-instruments as a potential way forward for further research and development, but emphasizes that a careful exploration of the performance ecology of the classroom (or other contexts for learning) is vital if musical performance tools are going to have the desired educational and musical impact.
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Synchronous learner support for music-sequencing software
By Andy BraderIn the field of music technology there is a distinct focus on networking between spatially disparate locales to improve teaching and learning through real-time communication. This article proposes a new delivery model for learner support based on a review of technical and learning services, pilot research using remote desktops to teach music-sequencing software, and recent education research regarding professional development. A 24/7 delivery model using remote desktops, mobile devices and shared calendars offers a flexible real-time addition to the learner support services already on offer. Treating every user of the service as a potential expert, the model aims to deliver universal support situated in a personalized context, which will serve the technical and education requirements of teachers and learners.
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An expert in absentia: a case study for using technology to support recording studio practice
By Andrew KingThis article examines the use of a Learning Technology Interface (LTI) to support the completion of a recording workbook with audio examples over a ten-week period. The Virtual Learning Environment (VLE) provided contingent support to studio users for technical problems encountered in the completion of four recording tasks.Previous research has investigated how students collaborate and problem-solve during a short session in the recording studio using technology as a contingent support tool. In addition, online message boards have been used to record problems encountered when completing a prescribed task (critical-incident recording).A mixed-methods case study approach was used in this study. The students' interactions within the LTI were logged (i.e. frequency, time, duration and type of support) and their feedback was elicited via a user questionnaire at the end of the project. Data for this study demonstrate that learning technology can be a successful support tool, and also highlight the frequency and themes concerning the types of recording-practice information accessed by the learners.
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Reviews
Authors: Fred Seddon and Rowan OliverModern Methods for Musicology: Prospects, Proposals and Realities, Tim Crawford and Lorna Gibson (2009) Surrey: Ashgate, 147 pp. ISBN 978-0-7546-7302-6, Hardback, 52:25Heavy Metal Music in Britain, Gerd Bayer (ed.) (2009) Aldershot: Ashgate, 201 pp, ISBN 978-0-7546-6423-9, Hardback, 50.00
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Reviews
Authors: Christopher Jones, Tiija Rinta and Howard WildeExperiencing Music Technology, D. Williams and P. Webster (eds) (2008) 3rd edition, Belmont: Wadsworth, 467 pp, ISBN 0-495-56554-7, Paperback 40How High Should Boys Sing? Gender, Authenticity and Credibility in the Young Male Voice, M. Ashley (2009) Aldershot: Ashgate, 194 pp, ISBN: 978-0-7546-6475-8, Paperback, 50.Analyzing Popular Music, Allan F. Moore (2008) Cambridge; New York: Cambridge University Press, 270 pp., ISBN 978-0-521-77120-7, Paperback, 19.99
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