Developing Musical Creativity

Nielsen, Lance D.

doi:10.1177/8755123312473610

Cited by 13 publications

(7 citation statements)

References 20 publications

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“…Furthermore, ICT skills (i.e., information, communication, and technology literacy) are one part of the 21st century skills; thus, students need to be exposed to technologies in order to cultivate the ICT skills necessary to confidently and effectively use digital devices and content in their learning (Dede, 2010). To this purpose, teachers are expected to integrate technology throughout their teaching (Nielsen, 2013;Wise et al, 2011).…”

Section: Implications For Music Teaching and Learningmentioning

confidence: 99%

Research-to-Resource: Use of Technology to Support 21st Century Skills in a Performing Ensemble Program

Yoo

2020

Update: Applications of Research in Music Education

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In a global society, 21st century skills are fundamental for every student. Furthermore, in today’s digital world, technology is expected to be part of students’ learning experiences. In the following research-to-resource article, I provide practical strategies and ideas for integrating technology into a performing ensemble program in order to develop students’ 21st century skills. In particular, I provide specific practices which use technology to fulfill 21st century skill—creativity, critical thinking, collaboration, communication, technology literacy, and cross-cultural skills.

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Section: Implications For Music Teaching and Learningmentioning

confidence: 99%

Research-to-Resource: Use of Technology to Support 21st Century Skills in a Performing Ensemble Program

Yoo

2020

Update: Applications of Research in Music Education

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“…The term creativity creates confusion not only because it has many possible meanings and is complex and versatile (Saetre, 2011;Burnard, 2012;Nielsen, 2013), but also because teaching approaches and methods of creative activities lack consistency (Webster, 2009) and are wide-ranging and diverse (Saetre, 2011;Burnard, 2012). Furthermore, while it may be easy to explain practical aspects of composition work, it is difficult to describe the process itself (Gall and Breeze, 2005).…”

Section: Models and Practices For Teaching Composition And Musical Crmentioning

confidence: 99%

“…Similarly, other authors (Reimer, 1989;Beckstead, 2001;Freedman, 2013) supported that technology can better facilitate the creative process and can be more efficient than traditional settings with musical instruments, particularly for students with limited notation and performance skills. Using computer software enables students to create, recall, revise, and develop musical ideas in succeeding lessons, and facilitates the process of providing meaningful and constructive peer and teacher feedback on specific places in the music (Breeze, 2011;Freedman, 2013;Nielsen, 2013).…”

Section: Models and Practices For Teaching Composition And Musical Crmentioning

confidence: 99%

Music Cognition and Affect in the Design of Technology-Enhanced Music Lessons

Macrides

Angeli

2020

Front. Educ.

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The present study addresses the lack of an instructional design methodology that guides the integration of technology in music listening and composition activities, and enriches the framework of Technological Pedagogical Content Knowledge (TPCK)an essentially cognitive model-with the affective domain. The authors herein provide many examples that illustrate the music design principles and the expanded Technology Mapping instructional design process that have been proposed in previously published work. The practical examples provide concrete ideas on how to transform the musical materials into more understandable forms and how to associate them with emotions using technology. Besides its practical contribution, the research has also a theoretical significance for the theory of TPCK as it examines the interrelations between music content, technology, cognition, and affect, and identifies discipline-specific aspects of TPCK that include the affective domain. The empirical evidence of 191 secondary school students presented within the context of a music composition task using the software MuseScore, supports that both the TPCK framework as well as the proposed music guidelines can effectively guide teachers in designing lessons with technology while incorporating effect. Through the 4E perspective, technology and the proposed approach are viewed as agents of a distributed system that can support the embodied minds to develop musical and emotional understanding.

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“…Dezesseis artigos avaliaram o uso de diversas TICs como Facebook (Alias, Siraj, Daud, & Hussin, 2013), websites (Chang, 2013;Jang, 2009), softwares (Chong, & Lee, 2012;Leng, Ali, Mahmud, & Baki, 2010;Nielsen, 2013;Pearson, 2005;Ward, 2009), vídeo digital (Goulah, 2007), CD-ROM (Mellor, 2008), game digital (Naeini, & Masood, 2012;Navarrete, 2013;Ott, & Pozzi, 2012), internet e material multimídia (Öngün, Altas, & Demirag, 2011), ambiente de realidade virtual (Patera, Draperb, & Naef, 2008) e portfólio online (Walsh, 2007).…”

Section: Alunos Da Educação Básicamentioning

confidence: 99%

Relação entre Tecnologias da Informação e Comunicação e Criatividade: Revisão da Literatura

Vilarinho-Rezende

Borges

Fleith

et al. 2016

Psicol. cienc. prof.

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Resumo: O objetivo deste estudo foi examinar, por meio de revisão de literatura de artigos empíricos e relatos de experiência, a produção científica sobre a relação entre uso das tecnologias da informação e comunicação (TICs) e criatividade no contexto da educação. A busca foi realizada nas bases de dados SciELO, Pepsic Relationship between Information and Communication Technologies and Creativity: Literature ReviewAbstract: The purpose of this study was to examine, through a literature review of empirical articles and experience reports, the scientific literature on the relationship between the use of Information and Communication Technologies (ICT) and creativity in the educational context. The search was conducted on the databases SciELO, Pepsic and Portal CAPES, considering the studies published from 2004 to 2014. According to the pre-established inclusion criteria, 28 articles, distributed in 23 foreign journals, were selected. The year with the highest number of publications was 2012 (n = 6). From the selected researches, none was conducted in Brazil. The investigation scenarios were basic education, higher education, and teacher professional training. Experimental design researches were conducted only in the basic education context. The reviewed studies evaluated a diversity of ICT and, in general, the results indicated a positive relationship between technology and creativity development in the educational context.

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Developing Musical Creativity

Cited by 13 publications

References 20 publications

Research-to-Resource: Use of Technology to Support 21st Century Skills in a Performing Ensemble Program

Research-to-Resource: Use of Technology to Support 21st Century Skills in a Performing Ensemble Program

Music Cognition and Affect in the Design of Technology-Enhanced Music Lessons

Relação entre Tecnologias da Informação e Comunicação e Criatividade: Revisão da Literatura

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