Authentic Approaches to Music Education with Technology

Abstract

This chapter argues that approaches to music education with or without technology have been unhelpfully categorized in binary opposition. An example of this from qualification frameworks in the United Kingdom is explored. Notions of what constitutes a “digital” as opposed a “nondigital” musician are equally flawed. Rather, the chapter argues that a rich account of musical practice and music education should avoid artificial distinctions and focus on what really matters—the music itself. One example of such an approach from the world of electroacoustic music is presented as a potential way forward.

Practical Music Training in Cultivating the Musical Creativity of Young Musicians

“…Fautley (2010) also underscores the importance of creating an environment where risk-taking is encouraged and where students can explore, experiment, and discover without the looming fear of failure. Furthermore, technological interventions, such as digital audio workstations (DAWs) and music creation apps, are leveraged to create a sandbox wherein students can explore, create, and refine their musical ideas, thus aligning technological, practical, and creative aspects of music education cohesively (Savage, 2019). An environment that stimulates intrinsic motivation, encourages exploration, and provides platforms for authentic, creative expression while bolstering technical development is pivotal in fostering musical creativity through practical training.…”

Contribuição dos manuais de educação musical para a utilização das TIC

“…Por isso, é necessário que os docentes desenvolvam boas práticas com as crianças associadas aos dispositivos digitais (Ricoy & Valente, 2016;Wise, Greenwood & Davis, 2011) e aportem estratégias para a mudança na aprendizagem da música por meio das TIC. Neste sentido, é importante para os alunos a composição musical com o auxílio de gráficos ou aprender através de um espaço colaborativo on-line (Ruthmann, 2010;Savage, 2014). Devem igualmente descrever-se e analisar práticas criativas sobre a música e a forma como estas têm mudado a sala de aula (Burnard, 2012).…”

Play Box: un artefacto sonoro para abordar la experimentación sonora en las aulas. Estudio exploratorio basado en una intervención de creación electroacústica en la formación inicial de profesorado

“…La introducción de las tecnologías digitales ha causado una revolución notable en el mundo de la música, transformando los procesos de creación y enseñanza de manera significativa (Himonides & Purves, 2010). En respuesta a este cambio, la comunidad académica ha subrayado la imperante necesidad de incorporar estas herramientas innovadoras en la formación inicial de los profesores de música (Bauer, 2014;Savage, 2019) con especial énfasis en propuestas colaborativas que desarrollen la creatividad (Bautista et al, 2018).…”