Kudac (Kingston University Digital Arts Collective) is an electronic improvisation ensemble that brings staff and students together for weekly musicking with technology – incorporating resources ranging from conventional instruments, to computers, to hacked circuit boards. A central element of the ensemble from its inception has been its democratic approach – staff and students explore the musical possibilities and challenges together and gradually mould their practice through a free exchange. In this article we consider the contribution of this ensemble in several overlapping domains: in relation to the individual students, in the context of a higher education music department, and at the intersection of research and teaching. We first survey the structure and activities of the ensemble, contextualizing this with reference to existing research in the fields of laptop performance, free improvisation and musical identity formation. We use this as a platform for tracing how such an ensemble may aid the social construction and shaping of creative identities at both an individual and collective level. We then examine the opportunities and challenges for a music department hosting such an ensemble before highlighting areas for future study.
{"title":"Rethinking the musical ensemble: a model for collaborative learning in higher education music technology","authors":"Oded Ben-Tal, Diana Salazar","doi":"10.1386/jmte.7.3.279_1","DOIUrl":"https://doi.org/10.1386/jmte.7.3.279_1","url":null,"abstract":"Kudac (Kingston University Digital Arts Collective) is an electronic improvisation ensemble that brings staff and students together for weekly musicking with technology – incorporating resources ranging from conventional instruments, to computers, to hacked circuit boards. A central element of the ensemble from its inception has been its democratic approach – staff and students explore the musical possibilities and challenges together and gradually mould their practice through a free exchange. In this article we consider the contribution of this ensemble in several overlapping domains: in relation to the individual students, in the context of a higher education music department, and at the intersection of research and teaching. We first survey the structure and activities of the ensemble, contextualizing this with reference to existing research in the fields of laptop performance, free improvisation and musical identity formation. We use this as a platform for tracing how such an ensemble may aid the social construction and shaping of creative identities at both an individual and collective level. We then examine the opportunities and challenges for a music department hosting such an ensemble before highlighting areas for future study.","PeriodicalId":42410,"journal":{"name":"Journal of Music Technology & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2014-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1386/jmte.7.3.279_1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66731963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The benefit of higher education institutions working with industry professionals has received significant attention in literature and policy. Despite this, the challenges in institutions themselves, and the nature of the music industry makes this concept challenging to manage. In response to this, a project was funded by the Higher Education Academy for Coventry University to examine a model for embedding the involvement of industry professionals in the development and assessment of Music Technology student portfolios. This article explains the background, the rationale, realization and outcomes of the project. First, it outlines the issues of employability within music and creative industries courses as reflected in the literature. It then examines the contextual challenges of the music industry and higher education. It continues by describing how the project embedded industry professionals in student portfolio development and assessment. Finally, it outlines the outcomes of the project, its implications and the key risk factors to its implementation in other disciplines and institutions.
{"title":"Graduate meets employer – a model for embedding industry professional involvement in the development and assessment of student portfolios","authors":"M. Thorley","doi":"10.1386/JMTE.7.3.325_1","DOIUrl":"https://doi.org/10.1386/JMTE.7.3.325_1","url":null,"abstract":"The benefit of higher education institutions working with industry professionals has received significant attention in literature and policy. Despite this, the challenges in institutions themselves, and the nature of the music industry makes this concept challenging to manage. In response to this, a project was funded by the Higher Education Academy for Coventry University to examine a model for embedding the involvement of industry professionals in the development and assessment of Music Technology student portfolios. This article explains the background, the rationale, realization and outcomes of the project. First, it outlines the issues of employability within music and creative industries courses as reflected in the literature. It then examines the contextual challenges of the music industry and higher education. It continues by describing how the project embedded industry professionals in student portfolio development and assessment. Finally, it outlines the outcomes of the project, its implications and the key risk factors to its implementation in other disciplines and institutions.","PeriodicalId":42410,"journal":{"name":"Journal of Music Technology & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2014-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1386/JMTE.7.3.325_1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66731980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Playing, new music technology and the struggle with achieving intersubjectivity","authors":"Pernilla Lagerlöf, Cecilia Wallerstedt, Niklas Pramling","doi":"10.1386/JMTE.7.2.199_1","DOIUrl":"https://doi.org/10.1386/JMTE.7.2.199_1","url":null,"abstract":"","PeriodicalId":42410,"journal":{"name":"Journal of Music Technology & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2014-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1386/JMTE.7.2.199_1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66731899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Sing-a-long DVD and activity package pilot study with older adults","authors":"Amy Clements-Cortés","doi":"10.1386/JMTE.7.2.123_1","DOIUrl":"https://doi.org/10.1386/JMTE.7.2.123_1","url":null,"abstract":"","PeriodicalId":42410,"journal":{"name":"Journal of Music Technology & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2014-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1386/JMTE.7.2.123_1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66732306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Social media has led to new opportunities for learning music. In less formalizedsettings, a whole new arena for learning music has developed. The aim of this arti-cle is to investigate student teac ...
{"title":"The Internet as Teacher","authors":"Ketil A Thorgersen, Olle Zandén","doi":"10.1386/JMTE.7.2.233_1","DOIUrl":"https://doi.org/10.1386/JMTE.7.2.233_1","url":null,"abstract":"Social media has led to new opportunities for learning music. In less formalizedsettings, a whole new arena for learning music has developed. The aim of this arti-cle is to investigate student teac ...","PeriodicalId":42410,"journal":{"name":"Journal of Music Technology & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2014-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1386/JMTE.7.2.233_1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66731955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Effect of web conferring on Social Presence in a Face-to-face choral ensemble class","authors":"Sheri Stover, G. Hambright, D. Collins","doi":"10.1386/JMTE.7.2.217_1","DOIUrl":"https://doi.org/10.1386/JMTE.7.2.217_1","url":null,"abstract":"","PeriodicalId":42410,"journal":{"name":"Journal of Music Technology & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2014-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1386/JMTE.7.2.217_1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66731921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Synthetic activity: Semiosis, conceptualizations and meaning-making in music composition","authors":"Peter Falthin","doi":"10.1386/JMTE.7.2.141_1","DOIUrl":"https://doi.org/10.1386/JMTE.7.2.141_1","url":null,"abstract":"","PeriodicalId":42410,"journal":{"name":"Journal of Music Technology & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2014-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1386/JMTE.7.2.141_1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66732346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Procedural knowledge that is practical in nature is often denigrated and marginalized in the academy. I suggest that academic programs in higher education can benefit from focusing on procedural as well as propositional (or theoretical and abstract) knowledge. The preparation of professional musicians is relevant because musicians’ focus is often on procedural knowledge gained through doing music. Two approaches to preparing professional musicians are contrasted, namely face-to-face and distance education. They illustrate how the transmission and acquisition of procedural knowledge works. The first, face-to-face teaching and learning, is thought about figuratively in terms of an artist who apprentices pupils or disciples and leads them to become exponents of particular musical practices. The second, distance teaching and learning in music as practiced world-wide, is informed particularly by metaphors of the web, factory, and boutique that invoke notions of connectivity, production, and consumption in music education. The role of technology in mediating the process of teacher and student interaction is explored and implications for distance teaching and learning in higher education are sketched.
{"title":"Face-To-Face and Distance Teaching and Learning in Higher Education: Lessons from the Preparation of Professional Musicians","authors":"Estelle R. Jorgensen","doi":"10.1386/jmte.7.2.181_1","DOIUrl":"https://doi.org/10.1386/jmte.7.2.181_1","url":null,"abstract":"Procedural knowledge that is practical in nature is often denigrated and marginalized in the academy. I suggest that academic programs in higher education can benefit from focusing on procedural as well as propositional (or theoretical and abstract) knowledge. The preparation of professional musicians is relevant because musicians’ focus is often on procedural knowledge gained through doing music. Two approaches to preparing professional musicians are contrasted, namely face-to-face and distance education. They illustrate how the transmission and acquisition of procedural knowledge works. The first, face-to-face teaching and learning, is thought about figuratively in terms of an artist who apprentices pupils or disciples and leads them to become exponents of particular musical practices. The second, distance teaching and learning in music as practiced world-wide, is informed particularly by metaphors of the web, factory, and boutique that invoke notions of connectivity, production, and consumption in music education. The role of technology in mediating the process of teacher and student interaction is explored and implications for distance teaching and learning in higher education are sketched.","PeriodicalId":42410,"journal":{"name":"Journal of Music Technology & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2014-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1386/jmte.7.2.181_1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66732360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Vodcasting and instrumental practice in secondary school music classes","authors":"José Palazón Herrera, A. Hayes","doi":"10.1386/JMTE.7.2.163_1","DOIUrl":"https://doi.org/10.1386/JMTE.7.2.163_1","url":null,"abstract":"","PeriodicalId":42410,"journal":{"name":"Journal of Music Technology & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2014-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1386/JMTE.7.2.163_1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66732353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Determining the function of chords within a diatonic key can be difficult, especially for those listeners who do not regularly play instruments capable of producing chords. Software-based instruments, however, can allow an individual to play chords by pressing a single button as opposed to plucking several strings or pressing several keys. This quantitative study addressed two research questions: to what extent is a software-based musical instrument able to assist individuals in recognizing chord-contexts to the extent that traditional chordal instruments do? In what ways does a software-based musical instrument compare to a traditional chordal instrument as a viable aid for assisting individuals in chord-determination activities? In this Pre-/Post-test designed study, two groups of undergraduate music majors using either a chordal instrument or a softwareinstrument completed activities that emphasized understanding chord progressions. Results were compared within the groups and between groups. Both groups improved to some extent and there was no significant difference between the improvements within both groups overall, suggesting that the software instrument was as viable a mechanism for supporting the musical task as the traditional instrument. Additionally, the data suggest that the ability to recognize two of the five progressions, the vi IV I V and the I V vi IV, improved significantly in the experimental group but not in the control group.
确定全音阶中和弦的功能是很困难的，特别是对于那些不经常演奏能够产生和弦的乐器的听众。然而，基于软件的乐器可以允许个人通过按一个按钮来演奏和弦，而不是拨动几根弦或按几个键。这项定量研究解决了两个研究问题:在多大程度上，基于软件的乐器能够帮助个人识别和弦上下文，达到传统和弦乐器的程度?软件乐器与传统和弦乐器相比，在帮助个人确定和弦活动方面有哪些可行的帮助?在这项前/后测试设计的研究中，两组音乐专业的本科生使用和弦乐器或软件乐器完成强调理解和弦进行的活动。比较组内及组间结果。两组都在一定程度上有所改善，两组整体上的改善没有显著差异，这表明软件乐器与传统乐器一样是支持音乐任务的可行机制。此外，数据表明，识别五种进展中的两种，即vi IV IV和IV vi IV的能力在实验组显著提高，而在对照组则没有提高。
{"title":"Software-assisted harmonic function discrimination","authors":"V. J. Manzo","doi":"10.1386/JMTE.7.1.23_1","DOIUrl":"https://doi.org/10.1386/JMTE.7.1.23_1","url":null,"abstract":"Determining the function of chords within a diatonic key can be difficult, especially for those listeners who do not regularly play instruments capable of producing chords. Software-based instruments, however, can allow an individual to play chords by pressing a single button as opposed to plucking several strings or pressing several keys. This quantitative study addressed two research questions: to what extent is a software-based musical instrument able to assist individuals in recognizing chord-contexts to the extent that traditional chordal instruments do? In what ways does a software-based musical instrument compare to a traditional chordal instrument as a viable aid for assisting individuals in chord-determination activities? In this Pre-/Post-test designed study, two groups of undergraduate music majors using either a chordal instrument or a softwareinstrument completed activities that emphasized understanding chord progressions. Results were compared within the groups and between groups. Both groups improved to some extent and there was no significant difference between the improvements within both groups overall, suggesting that the software instrument was as viable a mechanism for supporting the musical task as the traditional instrument. Additionally, the data suggest that the ability to recognize two of the five progressions, the vi IV I V and the I V vi IV, improved significantly in the experimental group but not in the control group.","PeriodicalId":42410,"journal":{"name":"Journal of Music Technology & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2014-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1386/JMTE.7.1.23_1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66732156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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