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- Volume 12, Issue 1, 2019
Journal of Music, Technology & Education - Volume 12, Issue 1, 2019
Volume 12, Issue 1, 2019
- Editorial
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- Articles
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Technology and the transmission of tradition: An exploration of the virtual pedagogies in the Online Academy of Irish Music
By Francis WardThe Internet is now a central resource in the transmission of Irish traditional music (ITM), with over 80 per cent of Irish traditional musicians citing that they use online resources. The Online Academy of Irish Music (OAIM) is a website that offers online tuition, and employs innovative virtual pedagogies including Virtual Classrooms, Virtual Sessions, Jam Sessions and Virtual Reality Sessions. Through ethnographic means and focusing on the OAIM as a case study, this article highlights the connection between music and social learning in the ITM tradition. Informed by the work of ethnomusicologists Turino, Rice and Merriam, it documents how the virtual world is attempting to mimic social experiences for the learner of ITM. Documenting this process of mimicking reveals the challenges of holistic online learning, which could prove informative for all stakeholders in the pedagogic process as OAIM endeavours to address the shortcomings and inform the broader investigations into online music education.
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Overcoming the ‘tyranny of distance’ in instrumental music tuition in Australia: The iMCM project
Authors: Robin S. Stevens, Gary E. McPherson and Graham A. MooreInstrumental and vocal music students in regional and remote areas of Australia are often significantly disadvantaged in their development by the lack of local teachers who specialize in the instrument being learned. The current rollout of National Broadband Network (NBN) across Australia offers the potential for overcoming this geographical disadvantage by providing specialist online tuition through videoconferencing. This article reports on an investigation of technical and pedagogical issues associated with synchronous online instrumental tuition. The outcomes from laboratory- and field-based trials included identification of optimal hardware and software delivery systems and pedagogical considerations for optimizing online instrumental learning.
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On-site and distance piano teaching: An analysis of verbal and physical behaviours in a teacher, student and parent
Authors: Gilles Comeau, Yuanyuan Lu and Mikael SwirpThis study was designed to examine how distance piano teaching might affect the verbal behaviours and physical actions of a teacher, a student and a parent. Weekly 30-minute piano lessons over a year-long period were taught to a 5-and-a-half-year-old on-site student and a 6-year-old distance student. All lessons were delivered by the same teacher who followed the Suzuki programme. All sessions were recorded and then analysed using Simple Computer Recording Interface Behaviour Evaluation (SCRIBE), a video analysis software that provides frequencies and durations of pre-coded events. The observation of recorded lessons showed that distance teaching did not slow down student progress. In addition, behavioural analysis revealed that in most aspects, distance and on-site delivery were remarkably similar. The most striking difference was the interaction between the teacher and the parent. During on-site teaching, most of the teacher’s instructions were directed to the student while the parent was listening and observing attentively; during distance teaching, half of the teacher’s instructions were addressed to the student and the other half to the parent. The distance student also tended to relate more to the parent than to the teacher. In the distance environment, when interacting with a young beginner student, the role of the parent becomes very central to the success of the lessons.
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Accessibility and participation in the use of an inclusive musical instrument: The case of MotionComposer
Digital musical instruments (DMI) can make musical practice accessible to non-trained persons or to persons with limitations related to their age, gender or musical experience. The present study explores accessibility and participation in a sample of 266 individuals using a device named MotionComposer, a digital instrument based on motion capture. By experimenting with this device during four minutes in two different environments (one causal, the other one more aprioristically determined), we study the kind of participant interaction that takes place. Results show that MotionComposer allows for a statistically significant similar interaction in people of different ages and genders and with different disabilities. However, there are two exceptions that can be accounted for in connection with the causality-randomness of the two environments where the experimentation takes place.
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Investigating interpretative models in music through multi-layer representation formats
Authors: Adriano Baratè, Goffredo Haus, Luca Andrea Ludovico and Giorgio PrestiMulti-layer formats are becoming increasingly important in the field of music description. Thanks to their adoption, it is possible to embed into a unique digital document different representations of music contents, multiple in number and potentially heterogeneous in media type. Moreover, these descriptions can be mutually synchronized, thus providing different views of the same information entity with a customizable level of granularity. Standard use cases of multi-layer formats for music address information structuring and support to advanced fruition. The goal of the paper is to demonstrate how suitable multi-layer formats can foster analytical activities in the field of interpretative modelling and expressiveness investigation, discussing both the pedagogical roots and the educational implications of this approach. A use case focusing on the incipit of G. Mahler’s Symphony No. 5 will be presented.
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