Aglaya Play: Designing a software solution for group compositions in the music classroom

2021 ◽  
Vol 13 (2-3) ◽  
pp. 239-261 ◽  
Author(s):  
Adolf Murillo ◽  
María Elena Riaño ◽  
Jesús Tejada
Keyword(s):  
Music Education ◽  
Basic Needs ◽  
Full Description ◽  
Software System ◽  
Creative Processes ◽  
Design Based Research ◽  
Research Perspective ◽  
Music Classroom ◽  
Cooperative Strategies ◽  
Group Compositions

This article details the design for Aglaya Play, a proposed software system that aims to meet three basic needs in the music classroom: the incorporation of creative processes, the adoption of collaborative-cooperative strategies and the reduction of reading–writing- and theory-based learning in the early stages of music education. The text contextualizes the needs that the software intends to meet and describes its phases of construction from a design-based research perspective. Finally, a full description of the system is offered based on its functions, and suggestions for its didactic implementation are provided.

A Pluralist Approach to Music Education

2017 ◽  
pp. 420-430
Author(s):  
James Humberstone
Keyword(s):  
Music Education ◽  
Popular Music ◽  
Creative Processes ◽  
Music Classroom ◽  
The Core ◽  
Music Genres ◽  
Time To Learn ◽  
Pluralist Approach ◽  
The Way

This chapter engages with the Core Perspectives and Provocations by proposing that it is possible to revolutionize music education by engaging with the kind of music made with technology that Ethan Hein advocates in chapter 36; but at the same time, not to abandon what we know about tried and tested music pedagogies. It proposes that the way to do this is to take a truly pluralist approach to music, one that embraces all genres, especially popular music genres, by taking the time to learn about them and legitimize them in the music classroom. Recent research on the creative processes of traditional composers and DJs reveals that technology directly affects both, and this understanding, alongside Barbara Freedman’s approach, which allows students to lead with technology, breaks down the borders that prevent such a pluralist approach from being taken. The chapter concludes that such barriers have already been broken in the professional, metamodern musical world.

Habits of Mind as a Framework for Assessment in Music Education

2019 ◽  
pp. 201-224
Author(s):  
Jillian Hogan ◽  
Ellen Winner
Keyword(s):  
Music Education ◽  
Arts Education ◽  
Habits Of Mind ◽  
Public High School ◽  
Student Agency ◽  
Thinking Dispositions ◽  
Music Classroom ◽  
Music Ensembles ◽  
School Music ◽  
High School Music

Music making requires many kinds of habits of mind—broad thinking dispositions potentially useful outside of the music room. Teaching for habits of mind is prevalent in both general and other areas of arts education. This chapter reports a preliminary analysis of the habits of mind that were systematically observed and thematically coded in twenty-four rehearsals of six public high school music ensembles: band, choir, and orchestra. Preliminary results reveal evidence of eight habits of mind being taught: engage and persist, evaluate, express, imagine, listen, notice, participate in community, and set goals and be prepared. However, two habits of mind that the researchers expected to find taught were not observed: appreciate ambiguity and use creativity. These two nonobserved habits are ones that arts advocates and theorists assume are central to arts education. The chapter discusses how authentic assessment of habits of mind in the music classroom may require novel methods, including the development of classroom environments that foster additional levels of student agency.

Developing 21st-Century Musicianship: Tablet-based Music Production in the General Music Classroom

2021 ◽  
pp. 104837132110344
Author(s):  
Jason Fick ◽  
Chris Bulgren
Keyword(s):  
Music Education ◽  
Learning Environments ◽  
21St Century ◽  
Contemporary Music ◽  
Music Instruction ◽  
Technology Skills ◽  
General Music ◽  
Music Classroom ◽  
Music Production ◽  
Essential Skills

Increased availability of tablets at home and in classrooms provides educators access to a powerful tool for music instruction. Music production lessons on tablets offer alternate approaches to developing music literacies while teaching valuable technology skills. These activities are ideal for general music education because they align with contemporary music practices and are adaptable to a variety of learning environments (in person, remote, and hybrid). This article will present a model for tablet-based music production instruction in the general music classroom that aligns with the National Core Arts Standards and accompanying process components grounded in five essential skills: sequencing, recording, editing, effects processing, and mixing.

East meets West: Investigating the state of DJing culture and turntablism pedagogy in China

2021 ◽  
pp. 025576142199081
Author(s):  
Rhythy Quin
Keyword(s):  
Music Education ◽  
Popular Music ◽  
Music Performance ◽  
Independent Learning ◽  
Performance Practices ◽  
Political Values ◽  
Music Classroom ◽  
Music Practice ◽  
Chinese Music ◽  
Self Discovery

In the West, the music practice of turntablism continues to gain traction and awareness both inside and outside of the music classroom, as DJing becomes more prevalent in mainstream music culture. This qualitative study investigates the extent and type of turntablism pedagogy in China, a country with different cultural and political values where traditional Chinese music remains the centre of Chinese music education. Twelve DJs from cities across China took part in a series of in-depth interviews. They were asked to recall their experiences learning how to DJ in China, as well as their opinions of turntablism’s inclusion in music education. Findings showed that participants preferred independent learning methods. In particular, participants significantly depended on Chinese social media applications to learn about turntablism and develop a national DJing culture. An absence of turntablism and popular music pedagogy in Chinese music education was the main reason for participants’ self-discovery and learning of turntablism. Findings also revealed a cultural disconnect between the younger generation engrossed in DJing versus the older generation’s fixation on traditional Chinese music to uphold nationalism and patriotism in society. This study examines an ongoing struggle regarding the extent to which popular music performance practices can be accommodated to work with the political aims of Chinese music education.

scholarly journals Studies of E-Learning in Practice

2017 ◽  
Vol 10 (2) ◽  
pp. 39
Author(s):  
Manfred Rechberger
Keyword(s):  
Music Education ◽  
Performing Arts ◽  
Computer Assisted ◽  
Discussion Forums ◽  
Creative Processes ◽  
Advantages And Disadvantages ◽  
User Behaviors ◽  
Learning Platform ◽  
Online Music ◽  
E Learning

<p>Computer assisted and computer based applications become more and more important in everyday lives. Their implementation in the field of music education seems to become a long-term project. Whereas years ago we were sure about the fact, that the quality of e-learning at our University of Music and Performing Arts depends on the implementation of audio-visual media at our e-learning platform, nowadays the text based tasks and written journals have won the race at least in the statistic of usage. </p><p>Many modules containing multimedia based content promote creative processes and different learning situations. Advantages of e-learning include flexibility and convenience for learners, especially if they have more variety in learning experiences by using multimedia applications. This paper deals with the change of our user behaviors in the last years, discussion forums, blogs, wikis and collaborative online activities and focuses on tools for musicians, composers and music scientists based on the actual status of the discussions in media pedagogies. A scientific project including surveys about the advantages and disadvantages of digital teaching repositories describes common used online music tools. </p><div><span><strong><br /></strong></span></div>

Autism, Sensory Dysfunction, and Music Education

2020 ◽  
pp. 129-142
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Music Education ◽  
Sensory Integration ◽  
Motor Planning ◽  
Large Impact ◽  
Music Classroom ◽  
Sensory Dysfunction ◽  
Sensory Motor ◽  
Visual Strategies

Many people with autism struggle with sensory integration challenges. This may have a large impact on their ability to learn music. This chapter addresses the following topics: understanding sensory challenges; tactile strategies for the music classroom; visual strategies for the music classroom; vestibular and proprioceptive strategies in the music classroom; auditory strategies in the music classroom; sensory motor and motor planning; and how to address self-stimulating sensory behavior in the music classroom. Vignettes from teachers in the field are provided for context.

scholarly journals General Music Today Music Ideas Series: Viewpoints in Secondary General Music—Article Two: Power Trio: Three Ideas for Renewed Success With Classroom Ensembles

2019 ◽  
Vol 33 (1) ◽  
pp. 6-14
Author(s):  
Virginia Wayman Davis ◽  
Laura Singletary ◽  
Kimberly VanWeelden
Keyword(s):  
Music Education ◽  
Popular Music ◽  
Practical Experience ◽  
Upper Elementary ◽  
Elementary Music ◽  
General Music ◽  
Music Classroom ◽  
Music Ensembles ◽  
Music Class ◽  
Instrumental Ensembles

In this second of three in the series, we explore methods for incorporating instrumental ensembles into your music classroom. Experiences such as performing on ukulele, bucket drums, and in modern popular music ensembles are excellent ways to provide meaningful, relevant music education to students of all ages. Using both research-based information and practical experience, we will discuss ideas for three common instrumental ensembles. The techniques and resources provided in this article are starting points, appropriate for various levels and configurations of music classes: upper elementary music classes, secondary general music classes, afterschool or extracurricular music groups, or for teachers seeking to start an alternative ensemble or rebrand an existing nonperformance music class.

Female Representation in the Traditional Music Classroom

2018 ◽  
Vol 32 (1) ◽  
pp. 18-22
Author(s):  
Megan Lam
Keyword(s):  
Music Education ◽  
Classical Music ◽  
Traditional Music ◽  
Music History ◽  
Female Representation ◽  
Political Issues ◽  
Music Classroom ◽  
Student Aspirations ◽  
Professional Careers ◽  
Female Figures

This article discusses how the scarcity of female representation in music history curriculums, music textbooks, and traditional classical music repertoire affects student aspirations for professional careers in music and the way in which students relate to the music. The role of political issues and social movements in the classroom, such as those concerning gender issues, remains a controversial issue. However, it is also evidently a critical aspect in better understanding and re-creating the context for women in music. This article seeks to provoke discussion surrounding traditional music curricula in the vast disparity between male and female figures in music education and to encourage continual refinement of modern classical music curricula to present a more comprehensive view of music and music history.

Equity in Music Education: Cultural Diversity in the Music Classroom—EMBRACE the Challenge

2019 ◽  
Vol 106 (2) ◽  
pp. 66-68
Author(s):  
Dee Ann Gray
Keyword(s):  
Middle School ◽  
Music Education ◽  
Cultural Diversity ◽  
Choral Music ◽  
Culturally Diverse ◽  
Music Classroom ◽  
Music Program ◽  
New Knowledge

Teaching middle school choral music in a culturally diverse middle school in Hawaii resulted in new knowledge about welcoming the challenges posed by diversity to the benefit of both students and educator. Concise strategies described in this article are applicable to any music program.

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