Music Education with Digital Technology (häftad)
Format
Häftad (Paperback / softback)
Språk
Engelska
Antal sidor
240
Utgivningsdatum
2010-05-11
Förlag
Continuum International Publishing Group Ltd.
Originalspråk
English
Medarbetare
Adams, Anthony (series ed.)/Brindley, Sue (series ed.)/Adams, Anthony (series ed.)/Brindley, Sue (series ed.)
Illustratör/Fotograf
black & white illustrations 1
Illustrationer
1, black & white illustrations
Dimensioner
234 x 155 x 12 mm
Vikt
300 g
Antal komponenter
1
Komponenter
49:B&W 6.14 x 9.21 in or 234 x 156 mm (Royal 8vo) Perfect Bound on White w/Gloss Lam
ISBN
9780826420718

Music Education with Digital Technology

Häftad,  Engelska, 2010-05-11
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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.
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'A welcome addition to the literature on digital technology and music education. For those studying to be teachers, or researching music education at university, it will serve as an important reference work. I would also like to hope that it could influence classroom practice.' Bill Crow in Music Education Research 'What John Finney and Pamela Burnard have managed to achieve is perhaps the first truly unique contribution to the challenges, changes and innovations that digital technology presents to the music curricula for teachers in schools today...this book is certainly useful and thought provoking, and is a welcome addition to the literature in the field of music education.' Andrew King in the Journal of Music, Technology and Education 'The editors have assembled an impressive list of contributors - 17 academics, teachers, researchers and musicians, who are mainly from the UK but also from Ireland, Australia, Hong Kong and the USA... [This book] explores a wide range of digital technologies, including iPods, ring tones, DJ mixing, MIDI workstations, sound synthesis, recording, sequencing and score writing software, and the affordances of Web 2.0, including blogs, podcasts, wikis and social networking sites.' British Journal of Music Education

Övrig information

John Finney is Senior Lecturer in Music Education at the Faculty of Education, University of Cambridge. Pamela Burnard is Senior Lecturer in Music and Arts Education at the Faculty of Education, University of Cambridge.

Innehållsförteckning

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.