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- Volume 5, Issue 3, 2013
Journal of Music, Technology & Education - Volume 5, Issue 3, 2013
Volume 5, Issue 3, 2013
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Effects of extended practice with computerized eye guides for sight-reading in collegiate-level class piano
Authors: Sara L. Hagen, Alejandro Cremaschi and Cynthia Stephens HimonidesCollegiate class piano courses demand sight-reading competencies and many pedagogical approaches exist, but there is relatively little information regarding the use of computerized settings for practice of this skill in environments that seek to guide the eye in learning to sight-read piano music. This study followed a series of examinations of computerized eye guides including the sweep, the highlighted measure, and the note-to-note guides in learning to sight-read. Four groups of randomly placed college-level class piano students (N=69) practiced sight-reading for six weeks, in fifteen-minute sessions, in one of four environments: Finale Performance Assessment (sweep) (n=20), Home Concert Xtreme (highlighted measure) (n=18), Flash animation (note-to-note highlight) (n=16), and a control group using paper and a metronome (n=15). All environments contained a metronomic click, but no additional sound reinforcement. Results indicated that all groups significantly improved, but no significant differences were found among the groups. Pedagogical implications are discussed along with suggestions for future research.
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Uses of spectrographic analyses to improve tone quality of middle school trumpet students
More LessThis study investigated whether the use of spectrogram improved tone quality among middle school trumpet students. The study was quasi-experimental using non-equivalent control and experimental groups with a pre-test and post-test design over the course of four weeks. Trumpet students involved ranged in age from 11 to 14 in Grades 6–8. The sixth graders were beginners, the seventh graders second-year players and eighth graders third-year players. The study was completed at an urban middle school in the upper Midwest of the United States. At weekly group lessons, each student played a pre-test, was taught a lesson in tone quality and then performed a post-test. The musical excerpt was the same for each test as was the instruction. The experimental groups were allowed to look at their spectrograms in real time while playing, while the control groups were not able to look at their spectrograms. A comparison of the pre-test and post-test means of the eighth grade groups indicated an increase in the scores of the experimental group over the control group from Week 1 to Week 4. The seventh grade experimental group improved only slightly over the control group. No change in the means of the scores was evident among the sixth graders. Using the software ‘Spectrogram’ (which produced the spectrograms in real time) appeared to have an effect in improving the tone quality among the seventh and eighth grade experimental groups.
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Using music software in the compositional process: A case study of electronic music composition
More LessThis study explores the compositional process of writing a song, using arranging, multitrack recording, amplifier modelling software and the student experiences of music composition in a non-conventional classroom. This case study centred on one student’s experiences with composition and music software. The student was 15 years old and studied guitar for four years. He received music theory instruction and composition lessons with the goal of increasing musical knowledge throughout the process. The application of the techniques acquired during weekly lessons were implemented by the student in the creation of the composition. The student was restricted from the use of commercial tracks or loops but to focus on the student’s creative product. The music teacher facilitated the student throughout the project offering guidance and suggestions. The student was allowed to compose freely without regard to the finished product by the teacher. The assignment of the composition project was to create an instrumental pop song. The student and the teacher reviewed the composition, discussed the various aspects of its design, and explored the construction of the finished product. The study concluded with the construction of a professionally recorded song with the use of quality sampled instruments from different music software programs. Recording the final song completed the student’s assignment.
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Musique Lab 2: From computer-aided composition to music education
Authors: Jean Bresson, Fabrice Guédy and Gérard AssayagIn this article, we present Musique Lab 2, an application for music education based on computer-aided composition technology. A general contextualization and overview of the software is given, as well as several specific examples illustrating possible uses and musical domains covered by the application.
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Locating ‘The Road to Lisdoonvarna’ via autoethnography: Pathways, barriers and detours in self-directed online music learning
More LessThis autoethnography documents the author’s experiences in learning to play mandolin purely through online resources over the course of nine months. Specifically, this self-study explored the rewards and challenges he associated with online mandolin instruction and the teaching styles he perceived as the most effective. Data sources included notes from online folk music instructional videos, personal journal entries, weekly practice logs and recorded practice sessions, all of which traced the learning process spanning the nine-month time period. Findings indicated that enculturation was an important part of the journey, as was the abundance and diversity of online tutorials. Role conflict and frustration emerged as distinct challenges, however, along with a sense of isolation as the study progressed. Additionally, instructors who transmitted an engaging disposition produced the most emotive and educative video lessons. Implications include practical applications of online learning as well as the possibilities of conducting autoethnography in music education research.
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REVIEWS
Authors: Adam Stansbie, Jonathan Savage and Robert MackayMUSICAL CREATIVITIES IN PRACTICE, PAMELA BURNARD (2012) Oxford: Oxford University Press, 336 pp., ISBN: 978-0-19-958394-2, p/bk. £39.99
TECHNOLOGY AND THE GENDERING OF MUSIC EDUCATION, VICTORIA ARMSTRONG (2011) Farnham: Ashgate, 168 pp., ISBN: 978-1-4094-1784-2, h/bk, £50
EVOLUTION AND COLLABORATION: THE COMPOSITION, REHEARSAL AND PERFORMANCE OF FINNISSY’S SECOND STRING QUARTET, AMANDA BAYLEY AND MICHAEL CLARKE (2011) Lancaster: Palatine (DVD)
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