- Home
- A-Z Publications
- Journal of Music, Technology & Education
- Previous Issues
- Volume 12, Issue 3, 2019
Journal of Music, Technology & Education - Volume 12, Issue 3, 2019
Volume 12, Issue 3, 2019
- Editorial
-
- Articles
-
-
-
Design and validation of a music technology course for initial music teacher education based on the TPACK framework and the project-based learning approach
Authors: Jesús Tejada and Tomás Thayer MorelThis project outlines a design for, and presents an evaluation and validation of, an information and communication technology (ICT) training course on an initial teacher education programme for pre-service music teachers at a Spanish University. The primary objective was to improve initial teacher education in music technology through a course design with two key components: (1) constructivist learning through collaborative projects (PBL) and (2) the technological pedagogical content knowledge (TPACK) integration framework. The course saw students carry out four real-life projects, three of which involved the elaboration of educational material through the exclusive use of musical technology, and one of which involved an ICT research project. Results were obtained through an end-product evaluation and a self-assessment questionnaire and indicated that the course was well received and highly valued by the participants. In their self-assessment responses, students spoke of the academic value of the course, a confidence in their own skills, their willingness to use ICTs in future teaching contexts, the importance of ICTs in their degree programme, the fact that the course surpassed their expectations in terms of achievement (a fact corroborated through data triangulation in the end-product evaluation) and the transferability of the knowledge acquired to the music classroom. Finally, they provided suggestions for potential improvements to the course.
-
-
-
-
Exploring hip hop music education through online instructional beat production videos
Authors: Adam J. Kruse and Stuart Chapman HillThis study explores online instructional beat production videos as a way to inform hip hop and popular music education and diversify scholarship in online music learning. The authors conducted a content analysis of YouTube videos, considering the instructional characteristics and content of these videos and the musical technologies employed within them. Findings highlight the importance of YouTube as a repository of hip hop beat production instructional material. Videos focused on composition of new beats, rather than re-creation of existing material, underlining an important distinction between hip hop musical practices and the ‘listen and copy’ approach identified in other vernacular music research – and a distinction between these videos and others studied in extant music education scholarship that focuses on YouTube. The videos showcased varied technologies, some of which (e.g., FL Studio) seem especially well aligned with beat production practice. The article concludes with considerations for music educators and for future research.
-
-
-
Inner Ear: A tool for individualizing sound-focused aural skill acquisition
Inner Ear is a browser-based aural training software designed to improve and better understand the process and means through which students acquire sound-focused aural skills. Its ongoing development follows educational principles established through years of research with undergraduate music students who major in electroacoustic studies, beginning in 2005. It provides users with ongoing detailed feedback about their performance, areas that need additional work, and an accessible notepad for students to record their insights during practice. It collects data on users’ performance and settings that can later be analysed and shared with their instructor. The design of Inner Ear follows insights that emerged in students’ feedback, provided mostly in home practice reports. Primary among these insights are the needs for individualizable practice environments, diversified exercises, speedy and informative feedback and progress evaluation methods.
-
-
-
Thinking, being, teaching and learning with Spotify: Aspects of existential and essential musical bildung through listening in the classroom
More LessStreaming media seems to have become a natural part in teachers’ professional life. Streamed music, primarily distributed by the company Spotify, sounds in most music and dance classrooms, not least in Swedish schools. Hence, the concepts of digitalization and listening are accentuated within the area of music education. Within the frames of a larger border-crossing research project financed by Wallenbergstiftelsen – ‘Evolving bildung in the nexus of streaming services, art and users: Spotify as a case’, which aims to explore the meaning and function of streaming media as a facilitator of bildung, using Spotify as a case – this presentation takes two interviews regarding Spotify use as a starting point. One music teacher and one dance teacher, among sixteen participants, were interviewed about their use of Spotify. The aim with the specific analysis was to describe the phenomenon of bildung regionalized to relational school settings, where streamed music, teachers and students come together in intended learning situations. The interviews were stimulated by the teachers’ own Spotify interfaces, and documented by the virtual communication tool Zoom. They were transcribed and analysed in a phenomenological narrative manner. The narrative is shaped as a dialogue between the two teachers, to make similarities and differences regarding relations with Spotify in the classroom setting visible. The result shows aspects of existential and essential bildung through listening taking place as being, thinking and acting with Spotify in the spirit of Heidegger.
-
-
-
The integration of music technology into popular music ensembles: Perspectives of modern band teachers
By Bryan PowellThe increased presence of technology into music education classrooms has coincided to some extent with the increased presence of popular music into school music spaces, especially in the United States. This study examined the integration of music technologies into K-12 (ages 5–18) popular music programmes in New York City (NYC). One hundred sixty-eight music teachers responded to a survey, all of whom had previously participated in a modern band workshop as part of the Amp Up NYC initiative. Results of the study found that many of the challenges of incorporating music technology into modern bands, including lack of access to technology or faulty hardware, are not unique to popular music ensembles. Some of the successes mentioned by the teachers, including songwriting, beat-making and increased student agency, provide a glimpse into the benefits that integrating music technology into modern band classrooms can offer.
-