Music Education With Digital Technology by John Finney, Pamela Burnard

By John Finney, Pamela Burnard

This publication attracts jointly more than a few leading edge practices underpinned through theoretical perception that is helping to elucidate musical practices of relevance to the altering nature of education and the transformation of track schooling. during this manner, it addresses a urgent have to supply new methods of puzzling over the appliance of song and know-how in faculties. extra particularly it: covers a various and wide variety of expertise, environments and contexts on issues that show and realize new probabilities for leading edge paintings in tune in schooling; offers with educating thoughts and methods that stimulate various kinds of musical event, significant engagement, musical studying, creativity and teacher-learner interactions, responses, tracking and evaluate; investigates how academics and students voice and cost their reports particularly contexts and environments with particular software program, and kinds of know-how; explores the pro improvement points focused on lecturers and inexperienced persons employing and interacting with expertise and the secondary tune curriculum; and, introduces reflective practices and examine methodologies of serious curiosity and relevance to tune lecturers, teacher-trainers, neighborhood artists and for researchers practitioners alike.

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The case of PJ is illustrative of this. Whether music technology can make for a more democratic future for music education remains to be seen. 20 Music Education with Digital Technology Reflections The case of PJ and his encounters with school music set out in this chapter serve to further the understanding of young people's identity projects. My motive has been to contribute to political and social change, and I am aware of political and value bias in the way I have gone about this. I have sought out certain kinds of data and chosen particular ways of collecting it.

I was becoming an electronic musician and that seemed to be the greater part of me. Perhaps it was something to do with the solitary hours which I had spent writing bits and pieces, the individual engaged with a computer, which allowed that deep relationship to develop. While I seem to have learned to enjoy both working alone and with others, my bedroom studio was a place of solitude, a private world where I was able to take things at my own pace, a place to both lose and find myself. Moving On There was no other option for me but to study music technology at university.

Music Technology and Perceived Stereotypes Data collected from the focus group discussion revealed that gender was not a factor in successful use of music technology. The overwhelming response was that in order to be successful, a musical understanding was required. Only one student associated this with learning an instrument, as shown in the following boy and girl ('B' and 'G') responses. Q: Do you think there is a certain type of person who is good at music technology? G: I think there is a certain type of people.

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