The Digital Musician

Hugill, Andrew

doi:10.4324/9780203935651

Cited by 9 publications

(11 citation statements)

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“…This set of skills fits with the framework of digital musicianship, which argues that musical competency in the digital age is not only located in the musician's interactions with the musical instrument, but also within the digital tools being used for music making and communication (Knowles & Hewitt, 2012;Mullen & Rahn, 2010). The findings are also consistent with those of Partti (2014), who emphasized the decisive roles of digital devices and aural awareness in shaping and directing the development of musicianship, and with the features of digital musicianship suggested by Hugill (2012), including aural awareness, musical ability, and technical skills.…”

Section: Technological Competencysupporting

confidence: 90%

Musical competency development in a laptop ensemble

Cheng

2018

Research Studies in Music Education

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The laptop ensemble is a platform that has recently been made possible by computer technology that enables individuals to perform music collaboratively. Research in this area has largely focused on the performance aspects, with very few studies focusing on the development of musical competency through participation in a laptop ensemble. This article reports the findings of a study that assessed the development of participants' (n = 80) perceived musical and non-musical competencies in a laptop ensemble affiliated to a tertiary institution in Hong Kong. A mixed methods approach consisting of a questionnaire survey and semi-structured interviews was used to investigate their learning experiences. For comparison, the questionnaire was also administered to participants in a conventional acoustic orchestra (n = 80). Semi-structured interviews were conducted with the laptop ensemble group to examine the participants' perceptions of the development of their musical and non-musical competencies. A three-way dependency model was developed based on the findings, which revealed the technologically-oriented aspects of musical and non-musical competency development in the laptop ensemble. Participating in the laptop ensemble fostered students' ability to develop both musical and technological skills, which fits with the framework of digital musicianship of essential skills for musicians and music educators in the digital era.

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Section: Technological Competencysupporting

confidence: 90%

Musical competency development in a laptop ensemble

Cheng

2018

Research Studies in Music Education

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“…Moreover, there might not be a clear boundary between musical creativity and creativity in other artistic domains. The digital arts, in particular, tend to support hybrid creativities bridging conventional understandings of what the artworks are and how they should be produced (Hugill 2008;Michielse 2015;Väkevä 2010Väkevä , 2012. Considering the aforementioned conditions may lead one to question whether it is possible to teach musical creativity in the first place.…”

Section: Supporting Multiple Creativitiesmentioning

confidence: 99%

SongPump: Developing a Composing Pedagogy in Finnish Schools Through Collaboration Between Professional Songwriters and Music Teachers 1

Partti¹,

Väkevä²

2018

Musician–Teacher Collaborations

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“…In what follows, I will present two alternative 'visions' of a musician who uses technology. The first of these is Hugill's vision of the 'digital musician' (Hugill 2008).…”

Section: Music Education With Technology In the United Kingdommentioning

confidence: 99%

Authentic Approaches to Music Education with Technology

Savage

2017

The Oxford Handbook of Technology and Music Education

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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.

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The Digital Musician

Cited by 9 publications

References 0 publications

Musical competency development in a laptop ensemble

Musical competency development in a laptop ensemble

SongPump: Developing a Composing Pedagogy in Finnish Schools Through Collaboration Between Professional Songwriters and Music Teachers 1

Authentic Approaches to Music Education with Technology

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