Technology and Students' Musicking: Enhancing the Learning Experience

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Author(s)
Lebler, Don
Griffith University Author(s)
Year published
2012
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High levels of engagement with technology are characteristic of young people in the 21st century. Teachers and curriculum designers can utilize students' comfort with technology to enhance learning. Easy access to information on the Internet is also significant because the former role of teachers as a primary source of information is no longer central to students' learning; effective teaching may need to be rethought to acknowledge the informal learning that pervades our students' lives. This article examines an undergraduate degree program in popular music that has embraced a wide range of music-making technologies as ...
View more >High levels of engagement with technology are characteristic of young people in the 21st century. Teachers and curriculum designers can utilize students' comfort with technology to enhance learning. Easy access to information on the Internet is also significant because the former role of teachers as a primary source of information is no longer central to students' learning; effective teaching may need to be rethought to acknowledge the informal learning that pervades our students' lives. This article examines an undergraduate degree program in popular music that has embraced a wide range of music-making technologies as pedagogical aids and uses rich assessment tasks including both technological and musical aspects. Although such complex processes might not be appropriate in all settings, there are similarities with the Musical Futures project (Green, 2008) that is thriving in Australia and the United Kingdom, providing a good example of innovative musical pedagogy in secondary schools.
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View more >High levels of engagement with technology are characteristic of young people in the 21st century. Teachers and curriculum designers can utilize students' comfort with technology to enhance learning. Easy access to information on the Internet is also significant because the former role of teachers as a primary source of information is no longer central to students' learning; effective teaching may need to be rethought to acknowledge the informal learning that pervades our students' lives. This article examines an undergraduate degree program in popular music that has embraced a wide range of music-making technologies as pedagogical aids and uses rich assessment tasks including both technological and musical aspects. Although such complex processes might not be appropriate in all settings, there are similarities with the Musical Futures project (Green, 2008) that is thriving in Australia and the United Kingdom, providing a good example of innovative musical pedagogy in secondary schools.
View less >
Journal Title
Theory Into Practice
Volume
51
Issue
3
Copyright Statement
© 2012 Routledge, Taylor & Francis. This is an electronic version of an article published in Theory Into Practice, Volume 51, Issue 3, 2012, Pages 204-211. Theory Into Practice is available online at: http://www.tandfonline.com with the open URL of your article.
Subject
Specialist studies in education
Music performance