Creativity and Commerce in Social Media, Digital Technology, and Music Education

2020 ◽  
pp. 666-680
Author(s):  
David Lines
Keyword(s):  
Social Media ◽  
Music Education ◽  
Digital Technology ◽  
Music Educators ◽  
Research Literature ◽  
Media Technologies ◽  
Production And Consumption ◽  
Economic Forces ◽  
Pedagogical Innovations ◽  
Contemporary Education

Digital music and social media technologies continue to be embraced with a positive sense of optimism in music education, and a broad range of technological and pedagogical innovations and insights have been celebrated and affirmed in the research literature. Despite this, there has been relatively less scholarly discussion on the broader contextual aspects of music and social media technologies, especially within commercial contexts of contemporary education and corporate technology production and consumption. This chapter suggests that a materialist perspective of digital technology and social media is important for raising a greater awareness of the different commercial, cultural, and other dimensions that converge in music and music education. It is suggested that global technologies in education can be questioned through Appadurai’s notion of scapes, and that creative directions in digital technology can be conceptualized through Deleuze and Guattari’s image of the rhizome. These concepts are important for music educators as they become attuned to, and more discerning of, the economic forces that impact on their work with students and as they suggest creative practices that have transformative value for their students.

Could There Be Deleuzian Assessment in Music Education?

2019 ◽  
pp. 121-136
Author(s):  
Lauren Kapalka Richerme
Keyword(s):  
Music Education ◽  
Teaching And Learning ◽  
Music Educators ◽  
Assessment Practices ◽  
Continuous Assessment ◽  
Education Policies ◽  
Philosophical Inquiry ◽  
Music Making ◽  
Musical Practices ◽  
Contemporary Education

Authors of contemporary education and arts education policies tend to emphasize the adoption of formal, summative assessment practices. Poststructuralist philosopher Gilles Deleuze’s emphasis on ongoing differing and imaginative possibilities may at first glance appear incompatible with these overarching, codified assessments. While Deleuze criticizes the increasing use of ongoing assessments as a form of control, he posits a more nuanced explanation of measurement. This philosophical inquiry examines four measurement-related themes from Deleuze’s writings and explores how they might inform concepts and practices of assessment in various music teaching and learning contexts. The first theme suggests that each group of connective relations, what Deleuze terms a “plane of immanence,” demands its own forms of measurement. Second, Deleuze emphasizes varieties of measurement. Third, those with power, what Deleuze terms the “majority,” always set the standard for measurement. Fourth, Deleuze derides continuous assessment. His writings suggest that music educators might consider that assessments created for one musical practice or style should not transcend their own “plane of immanence,” that a variety of nonstandardized assessments is desirable, that the effect of measurement on “minoritarian” musical practices must be examined carefully, and that it is essential to ponder the potentials of unmeasured music making.

Achievement Goals in Music Contexts: A Review of Literature

2019 ◽  
Vol 38 (2) ◽  
pp. 10-19
Author(s):  
Leonard Tan ◽  
Hui Xing Sin
Keyword(s):  
Music Education ◽  
Achievement Goals ◽  
Motivational Climate ◽  
Music Educators ◽  
Research Literature ◽  
Review Of Literature ◽  
Mastery Goals ◽  
Domain Specific ◽  
Motivational Climates ◽  
Mastery Approach

The purpose of this article was to review and synthesize the research literature on achievement goals in music contexts. It is structured in four parts: (a) adaptive dispositions and outcomes, (b) motivational climate, (c) music and other domains, and (d) implications for music education. Researchers have found that learners who endorse mastery goals, in particular, mastery-approach ones, also tend to possess a range of adaptive dispositions. Music educators may therefore consider creating motivational climates that foster mastery goals. Achievement goals have also been found to be largely domain specific. Based on the review, implications for music education are offered.

The Oxford Handbook of Social Media and Music Learning

2020 ◽  
Keyword(s):  
Social Media ◽  
New Media ◽  
Music Education ◽  
Network Connectivity ◽  
Music Educators ◽  
International Perspective ◽  
Music Learning ◽  
Rapid Pace ◽  
Media Communications ◽  
Networked Society

The rapid pace of technological change over the last decade, particularly in relation to social media and network connectivity, has deeply affected the ways in which individuals, groups, and institutions interact socially: This includes how music is made, learned, and taught globally in all manner of diverse contexts. The multiple ways in which social media and social networking intersect with the everyday life of the musical learner are at the heart of this book. The Oxford Handbook of Social Media and Music Learning opens up an international discussion of what it means to be a music learner, teacher, producer, consumer, individual, and community member in an age of technologically-mediated relationships that continue to break down the limits of geographical, cultural, political, and economic place. This book is aimed at those who teach and train music educators as well as current and future music educators. Its primary goal is to draw attention to the ways in which social media, musical participation, and musical learning are increasingly entwined by examining questions, issues, concerns, and potentials this raises for formal, informal, and non-formal musical learning and engagement in a networked society. It provides an international perspective on a variety of related issues from scholars who are leaders in the field of music education, new media, communications, and sociology in the emerging field of social media.

Ethnomusicology, Music Education, and the Power and Limitations of Social Media

2020 ◽  
pp. 466-487
Author(s):  
David G. Hebert ◽  
Sean Williams
Keyword(s):  
Social Media ◽  
Music Education ◽  
Teaching And Learning ◽  
Musical Experience ◽  
Music Production ◽  
Production And Consumption ◽  
Musical Knowledge ◽  
Popular Representations ◽  
And Performance ◽  
Shed Light

This chapter looks at the field of ethnomusicology and its unique contributions to music education, with specific attention to how both fields are impacted by social media. It explores relationships between them and demonstrates both how social media have transformed musical experience and the ways that “glocalization” theory helps shed light on the diverse impacts of social media on music production and consumption. In addition, the chapter explores how the popularization of social media has changed notions of ethnomusicological fieldwork, access to music for teaching and learning, and popular representations of musical knowledge and performance.

scholarly journals What if Freire Had Facebook? A Critical Interrogation of Social Media Woke Culture Among Privileged Voices in Music Education Discourse

2021 ◽  
Vol 20 (1) ◽  
pp. 16-52
Author(s):  
William J. Coppola
Keyword(s):  
Social Media ◽  
Music Education ◽  
Paulo Freire ◽  
Music Educators ◽  
Ivory Tower ◽  
Education Professionals ◽  
Alive Today ◽  
Shared Humanity ◽  
Education Discourse

In this paper, I critique the ways in which music education professionals—especially the privileged voices within our field—engage in dialogue through social media outlets such as Facebook. While social media has become a valuable and ubiquitous discursive tool within our field, especially in that it theoretically removes the “ivory tower” of dialogue in academia, here I critique its darker side. Were he alive today, I question how philosopher Paulo Freire would respond to the dialogical opportunities afforded by social media and the emergence of “woke culture.” Particularly when engaging in the work of antiracism, I highlight how privileged music educators can silence any dialogue through their hostility or fragility alike through various forms of call-out culture, cancel culture, virtue signaling, and tone policing. I draw upon the full corpus of Freire’s works to examine the overall veracity of these approaches to antiracist efforts and offer that Freire’s pedagogy was interminably rooted in humility, love, and the pursuit of shared humanity.

Can social network sites facilitate civic engagement? Assessing dynamic relationship between social media and civic activities among young people

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hua Pang ◽  
Kaiyang Qin ◽  
Min Ji
Keyword(s):  
Social Media ◽  
Civic Engagement ◽  
Citizen Participation ◽  
Computer Mediated Communication ◽  
Research Literature ◽  
Mediated Communication ◽  
Content Type ◽  
Media Technologies ◽  
Dynamic Relationship ◽  
Functional Features

PurposeThe primary goal of this article is to review the existing studies and offer clarity regarding the association between social media adoption and youth civic engagement.Design/methodology/approachThis research systematically summarizes and reviews 42 original articles published from 2010 to 2019 with an objective of offering insightful results. Additionally, a theoretical framework was carefully designed by adopting various conceptions from citizen participation and computer-mediated communication research literature.FindingsThe findings demonstrate that social media usage could generally have a positive correlation with civic participation among younger generations. Moreover, the result also highlights that certain functional features of social media uses including using social media for news consumption and expression could significantly predict civic engagement.Originality/valueDespite the ever-growing importance of social media technologies, investigations on their differential, nonlinear and even inconsistent effects on civic engagement remain theoretically ambiguous and empirically unsubstantiated. The study represents one of the first scholarly attempts to review, summarize and analyze the extant research evidence from the past ten years.

Error Detection in Music Education: A Review of Literature

2021 ◽  
pp. 875512332110209
Author(s):  
Rachel A. Sorenson
Keyword(s):  
Music Education ◽  
Error Detection ◽  
Ecological Validity ◽  
Internal Validity ◽  
Personal Characteristics ◽  
Music Educators ◽  
Research Literature ◽  
Detection Ability ◽  
Confounding Variables ◽  
Testing Error

The ability to accurately detect performance errors is a fundamental skill for music educators and has been a popular topic of research within the field of music education. In fact, it has been suggested that roughly half of all ensemble rehearsals are dedicated to error detection. The purpose of this literature review was to synthesize the research literature related to error detection among preservice and inservice music educators. The majority of error detection studies have centered on the topics of (a) defining errors and error hierarchy, (b) developing tests and programmed materials, (c) personal characteristics related to error detection ability, and (d) factors that influence error detection ability. Results from existing error detection studies suggest that not only are there valid and reliable methods for testing error detection ability, but certain variables have the potential to increase or decrease that ability. In addition, findings revealed that a tension exists between designing error detection studies with high ecological validity (real world, contextual relevance) and those with high internal validity (elimination of confounding variables). Based on these findings, I offer several recommendations for inservice music educators and music education faculty.

Nurturing Vulnerability to Develop Pedagogical Change Through MOOC Participation and Public Blogging

2020 ◽  
pp. 589-617
Author(s):  
James Humberstone ◽  
Catherine Zhao ◽  
Danny Liu
Keyword(s):  
Social Media ◽  
Critical Thinking ◽  
Music Education ◽  
Art Music ◽  
Music Educators ◽  
Pedagogical Change ◽  
Western Art ◽  
Massive Open Online Course ◽  
Worldview Transformation ◽  
The University

Despite several decades of ground-breaking achievements in music education research and practice, the discipline’s status continues to stagnate, especially among our children and our governments. To address this stagnation, in 2016 the University of Sydney launched an internationally available Massive Open Online Course (MOOC) titled “The Place of Music in 21st-Century Education.” The intent of offering this course was to provoke critical thinking among music educators in order to break the cultural cycle that centers curricular music education around teachers’ (most likely Western art music) experience, and ask them to grapple with social and technological changes in education more broadly. To address concerns with authenticity in learning and the MOOC model, the MOOC integrated social media use into every main assessment. Participants—over 1,600 educators, students, artists, and the general public—were asked to publicly blog their responses to provocations on these topics and then to read each other’s posts and respond. In this study, we analyze funneled (Clow, 2013) data from the blogs and MOOC interactions. We find evidence for critical thinking and worldview transformation from a number of participants, and conclude that the experience of engaging publicly via social media engendered a vulnerability that may have made those new to the field and experienced professionals alike more open to change. The blogging-feedback loop prompted the formation of a social structure reminiscent of a community of practice or affinity space.

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