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dc.contributor.authorLebler, Donen_US
dc.date.accessioned2017-04-24T10:23:15Z
dc.date.available2017-04-24T10:23:15Z
dc.date.issued2012en_US
dc.date.modified2014-02-03T03:57:10Z
dc.identifier.issn15430421en_US
dc.identifier.doi10.1080/00405841.2012.690302en_US
dc.identifier.urihttp://hdl.handle.net/10072/47219
dc.description.abstractHigh 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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent184806 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Statesen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom204en_US
dc.relation.ispartofpageto211en_US
dc.relation.ispartofissue3en_US
dc.relation.ispartofjournalTheory Into Practiceen_US
dc.relation.ispartofvolume51en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchMusic Performanceen_US
dc.subject.fieldofresearchcode190407en_US
dc.titleTechnology and Students' Musicking: Enhancing the Learning Experienceen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, Queensland Conservatoriumen_US
gro.rights.copyrightCopyright 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.en_US
gro.date.issued2012
gro.hasfulltextFull Text


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