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Köp båda 2 för 1356 kr'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
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.
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.