Play-based, constructionist learning of Pure Data: A case study
This article examines a teaching approach founded on play-based learning, and underpinned by constructionist learning theory. This study describes a pilot programme introducing Pure Data (Pd) to undergraduate Music Production students as part of an Electronic Music module. The project was allowed to evolve and develop during the module in response to student needs and feedback. The teaching materials and pedagogy are presented along with lesson observations, tutor reflections and student feedback. The resources are evaluated using the Sig-Glue framework, and also examined for other desirable features of play-based resources. It is concluded that the resources incorporate many, but not all features which are conducive to play-based learning, and that students exhibit some behaviours typical of play-based learning. It is suggested that the approach may particularly suit non-programmers. Preliminary insights are offered along with recommendations for improvements and further applications.
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Document Type: Research Article
Affiliations: Leeds College of Music
Publication date: May 1, 2014
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- The Journal of Music, Technology and Education (JMTE) explores the issues concerning the use of technology in music education. It examines pedagogy at all levels and across genres such as composition, musicology, performance and music production. It is the only journal specifically dedicated to the educational aspects of music technology and the technological aspects of music. Peer-reviewed, with an international editorial board, JMTE aims to draw its contributions from a broad community of educators, researchers and practitioners who are working closely with new technologies in the fields of music education and music technology education.
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