Hacking, disability, and music education

Bell, Adam; Bonin, David; Pethrick, Helen; Antwi-Nsiah, Amanda; Matterson, Brent

doi:10.1177/0255761420930428

Cited by 16 publications

(11 citation statements)

References 41 publications

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“…А.П. Белл и его коллеги рассматривают хакатоны в контексте инклюзивного образования [13]. Х. Эджаз с коллегами [14], Г. Фурман и З. Вейсмас [15] в своих исследованиях рассматривают использование инструментария хакатона при проведении практикумов (workshops) как способа реализации междисциплинарного подхода к подготовке специалистов в областях, не связанных непосредственно с разработкой ИТ.…”

Section: обзор литературыunclassified

Hackathon: Definition, Practice and Perspectives of Use in Higher Education

Гречушкина

Arefieva

2023

Vysš. obraz. Ross. (Print)

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In the article there are represented results of generalization and systematization of scientific and practical information about hackathons as an educational technology that is used in higher education and is of great interest to researchers and practitioners. The review has been made on the basis of Russian and foreign scientific publications considering the features of the organization and application of hackathons in the practice of higher education. The authors selected 494 articles issued in the period from 2011 to 2022 in publishings of the RSCI and SCOPUS databases by keywords “hachathon” and “education”, and 83 articles of them were analyzed in this review. It was found that publications about personal experience of participation and organization of hackathons and analytical articles revealing the author’s position on the issues considered in them dominate in the scientific literature on various aspects of hackathons use in the practice of higher education. Empirical studies and scientific reviews are presented to lesser extent. The analysis of publications made it possible to clarify the definition of the term “hackathon”, to identify the types of hackathons most often mentioned in the educational context (pedagogical, educational), and to define the term “educational hackathon”. A content analysis of publications has shown that various aspects of organizing and conducting hackathons in an educational context, their potential and impact on the educational process and its results are the subject of pedagogical discourse. Hackathons as educational intensives have found their application in university educational practice, providing new opportunities for improving the educational process in higher education, as they allow to implement project-, practice- and business-oriented approaches in training specialists. The main prospects of the hackathons use in education are identified and summarized. Introducing educational hackathons in the event plan of an educational organization make it possible to solve educational and career-oriented tasks, activate heuristic and creative cognitive activity of students. The analysis and evaluation of the hackathons impact on professionalization, academic motivation and educational achievements of students are promising areas of research on the problem of using hackathons in the educational process of higher education.

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Section: обзор литературыunclassified

Hackathon: Definition, Practice and Perspectives of Use in Higher Education

Гречушкина

Arefieva

2023

Vysš. obraz. Ross. (Print)

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“…In this context, "the field of music education errs by presuming that the absence of people with impairments in classrooms and community contexts is representative of reality" [22, p. 122]. Therefore, it is also important to seek individualised and meaningful solutions, leading to the construction of new instrument designs and modifications to include more people in music education [23] "In music education, there is great potential for hacking to lead to new instrument designs and modifications to include a broader spectrum of people, especially as it relates to bodily differences [23, p. 13]. Thus, about accessibility and inclusion, for hacking to be meaningful and emancipatory in music education, it should always be conducted with the limitations of the possible users in mind.…”

Section: Phasementioning

confidence: 99%

Studying Inclusion in Music Education - An Integrative Literature Review as a Support in the Choice of Methodology, Using WebQDA

Moreno

Moreira

Tymoshchuk

et al. 2022

Lecture Notes in Networks and Systems

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To reflect and clarify the methodological paths we are following, the objectives of this work were to base the choice of the methodology to be used in our research project related to the Inclusive Education of children with special needs in Arts Education Programmes in Music in Portugal. We started by comparing methodologies used in other research studies on the same theme. We carried out an integrative literature review according to the theme of our study. We began by searching articles through selected keywords in English between 2015 and 2020 in the search engine Google Scholar and b-on, and in the databases: ERIC, Web of Science, and Scopus. All the compiled information was organised and studied through content analysis supported by the webQDA software. We compared methodological options of 40 selected studies. We found 3 empirical studies, 27 studies using an interpretative paradigm and 10 studies using a socio-critical perspective. However, according to the subject of our study, there is only one study using the Action-Research Methodology. Nevertheless, considering the other methodological possibilities, we confirmed that this methodology is the most appropriate for our type of study. The flexibility and collaborative nature of Action-Research is an advantage. The researcher can be considered as part of the reality under study, allowing us to achieve an in-depth understanding of the problems and practical situations. From this perspective, all subjects can be participants in the construction of knowledge, in a continuous dialectical process, in favour of inclusion.

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“…Music educators can (unconsciously) play a significant role in upholding at least some of the barriers that people with disabilities can encounter (Kivijärvi & Rautiainen, 2021). For instance, they may be unfamiliar with or lack experience using adapted or assistive musical instruments, or do not view newly developed electronic instruments as instruments in their own right (bell et al, 2020; NFYM, 2020). Also, music educators can be unfamiliar with pedagogical approaches to inclusive (music) education, such as Universal Design for Learning, FigureNotes, and Notion, or with pedagogical strategies for adaptive or assistive instruments (Darrow, 2009; Gall, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Finally, they may rarely have heard the “lived experiences” of people with disabilities. This can lead to imagining how disabilities are experienced from an able-bodied perspective and then designing solutions from this perspective, which may not fit the needs and wishes of people with disabilities (bell et al, 2020; NFYM, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Indeed, there is a growing consensus that higher music education needs to address diversity in its curriculum (Ballantyne & Mills, 2008; Figueiredo et al, 2015). Yet disability can be overlooked as an important part of diversity (bell et al, 2020; Darrow, 2015). Moreover, when diversity and inclusion courses are included in higher music education, they are not without criticism.…”

Section: Introductionmentioning

confidence: 99%

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Encountering disability in music: Exploring perceptions on inclusive music education in higher music education

Bremmer

2023

Research Studies in Music Education

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This research study evaluated an Artist-in-Residence-project (AIR-project) at the Conservatory of Amsterdam, focusing on inclusive music education. For this project, the Conservatory invited the organization Drake Music Scotland to work with its students. The project’s aim was to provide students with practical skills regarding music technology, to discuss the social model of disability, and to play in an inclusive music ensemble with a musician with a severe physical disability. The perceived learning experiences of students, the experienced value of the project, and recommendations for its improvement were explored through online questionnaires with the students and online semistructured interviews with the AIR-project leader, the musician with a disability, and the two workshop leaders of Drake Music Scotland. Findings suggest that alongside learning practical skills regarding music technology, students changed or broadened their perceptions about people with disabilities and inclusive music-making in positive ways. Furthermore, participants valued that the project created a space in which “taking enough time” and “belonging” could be experienced; these values are important in inclusive music environments as they can empower musicians with disabilities. The main recommendation for similar projects was that students wanted to gain hands-on experience in inclusive music education.

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Hacking, disability, and music education

Cited by 16 publications

References 41 publications

Hackathon: Definition, Practice and Perspectives of Use in Higher Education

Hackathon: Definition, Practice and Perspectives of Use in Higher Education

Studying Inclusion in Music Education - An Integrative Literature Review as a Support in the Choice of Methodology, Using WebQDA

Encountering disability in music: Exploring perceptions on inclusive music education in higher music education

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