Full Description
This book is focused on and recognises the valuable and varied roles and interactions with ICT, as a source and resource for teaching, learning and research in music and music making in the secondary school. This book draws together a range of innovative practices underpinned by theoretical insight that helps to clarify musical practices of relevance to the changing nature of schooling and the transformation of music education. In this way, it addresses a pressing need to provide new ways of thinking about the application of music and technology in schools. More specifically it covers a diverse and wide range of technology, environments and contexts on topics that demonstrate and recognize new possibilities for innovative work in music in education. It deals with teaching strategies and approaches that stimulate different forms of musical experience, meaningful engagement, musical learning, creativity and teacher-learner interactions, responses, monitoring and assessment.It investigates how teachers and pupils voice and value their experiences in particular contexts and environments with specific software, hardware and forms of technology.
It explores the professional development aspects involved in teachers and learners utilising and interacting with technology and the secondary music curriculum. It introduces reflective practices and research methodologies of great interest and relevance to music teachers, teacher-trainers, community artists and for researchers and professional practitioners alike. This series takes a scholarly look at the significant impact digital technology has had on teaching. Each book takes a different subject and discusses the specific implications the increased used of digital technology as a tool for learning has on their particular topic.
Contents
Introduction; Part 1: Changing identities; 1. Music education as identity project in a world of electronic desires; 2. Perspectives from a new generation secondary school music teacher; 3. The gender factor: teaching composition in music technology lessons to boys and girls in year 9; 4. Finding flow through music technology; 5. The mobile phone and class music: a teacher's perspective; Part 2: Researching digital classrooms; 6. The DJ factor: teaching performanc and composition from back to front; 7. Composing with graphical technologies: representations, manipulations and affordances; 8. Networked improvised musical environments: learning through online collaborative music making; 9. Music e-learning environments: young people, composing and the internet; 10. Current and future practices: embedding collaborative music technologies in secondary schools; Part 3: Strategies for change; 11. Strategies for supporting music learning through online collaborative technologies; 12. Pedagogical strategies for change; 13. New forms of composition, and how to enable them; 14. Music education and training: ICT, innovation and curriculum reform; 15. Strategies for enabling curriculum reform: lessons from Australia, Singapore and Hong Kong; 16. Creativity and technology: critical agents of change in the work and lives of music teachers; Contributors; Glossary.
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