It is common to learn to play an orchestral musical instrument through regular one-to-one lessons with an experienced musician as a tutor. Students may work with the same tutor for many years, meeting regularly to receive real-time, iterative feedback on their performance. However, musicians travel regularly to audition, teach and perform and this can sometimes make it difficult to maintain regular contact. In addition, an experienced tutor for a specific instrument or musical style may not be available locally. General instrumental tuition may not be available at all in geographically distributed communities. One solution is to use technology such as videoconference to facilitate a remote lesson; however, this fundamentally changes the teaching interaction. For example, as a result of the change in communication medium, the availability of non-verbal cues and perception of relative spatiality is reduced. We describe a study using video-ethnography, qualitative video analysis and conversation analysis to make a fine-grained examination of student–tutor interaction during five co-present and one video-mediated woodwind lesson. Our findings are used to propose an alternative technological solution – an interactive digital score. Rather than the face-to-face configuration enforced by videoconference, interacting through a shared digital score, augmented by visual representation of the social cues found to be commonly used in co-present lessons, will better support naturalistic student–tutor interaction during the remote lesson experience. Our findings may also be applicable to other fields where knowledge and practice of a physical skill sometimes need to be taught remotely, such as surgery or dentistry.
{"title":"A new medium for remote music tuition","authors":"S. Duffy, P. Healey","doi":"10.1386/JMTE.10.1.5_1","DOIUrl":"https://doi.org/10.1386/JMTE.10.1.5_1","url":null,"abstract":"It is common to learn to play an orchestral musical instrument through regular one-to-one lessons with an experienced musician as a tutor. Students may work with the same tutor for many years, meeting regularly to receive real-time, iterative feedback on their performance. However, musicians travel regularly to audition, teach and perform and this can sometimes make it difficult to maintain regular contact. In addition, an experienced tutor for a specific instrument or musical style may not be available locally. General instrumental tuition may not be available at all in geographically distributed communities. One solution is to use technology such as videoconference to facilitate a remote lesson; however, this fundamentally changes the teaching interaction. For example, as a result of the change in communication medium, the availability of non-verbal cues and perception of relative spatiality is reduced. We describe a study using video-ethnography, qualitative video analysis and conversation analysis to make a fine-grained examination of student–tutor interaction during five co-present and one video-mediated woodwind lesson. Our findings are used to propose an alternative technological solution – an interactive digital score. Rather than the face-to-face configuration enforced by videoconference, interacting through a shared digital score, augmented by visual representation of the social cues found to be commonly used in co-present lessons, will better support naturalistic student–tutor interaction during the remote lesson experience. Our findings may also be applicable to other fields where knowledge and practice of a physical skill sometimes need to be taught remotely, such as surgery or dentistry.","PeriodicalId":42410,"journal":{"name":"Journal of Music Technology & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2017-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1386/JMTE.10.1.5_1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46025992","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}
www.intellectbooks.com 229 ABSTRACT This article explores the relationship between the creative skills taught as part of the music technology BA course at Lancaster University and the skills valued by graduates and employers in the creative industries. The study investigated ways of enhancing specific and generic employability skills intrinsic to music technology teaching while working in close collaboration with industry partners and Lancaster University graduates. A survey of students, graduates and industry experts showed that generic and discipline-based skills linked to music technology composition teaching, such as communication, planning and organizing and critical listening, are highly valued by both recruiting professionals and students. These results are in line with findings from an earlier project that showed the importance of nondisciplinary knowledge shared among students from different backgrounds for the design and implementation of successful interdisciplinary collaborations. Future developments of the project will investigate ways of enhancing generic and specific employability skills within interdisciplinary learning environments for art and science students.
{"title":"Music technology, composition teaching and employability skills","authors":"F. Otondo","doi":"10.1386/JMTE.9.3.229_1","DOIUrl":"https://doi.org/10.1386/JMTE.9.3.229_1","url":null,"abstract":"www.intellectbooks.com 229 ABSTRACT This article explores the relationship between the creative skills taught as part of the music technology BA course at Lancaster University and the skills valued by graduates and employers in the creative industries. The study investigated ways of enhancing specific and generic employability skills intrinsic to music technology teaching while working in close collaboration with industry partners and Lancaster University graduates. A survey of students, graduates and industry experts showed that generic and discipline-based skills linked to music technology composition teaching, such as communication, planning and organizing and critical listening, are highly valued by both recruiting professionals and students. These results are in line with findings from an earlier project that showed the importance of nondisciplinary knowledge shared among students from different backgrounds for the design and implementation of successful interdisciplinary collaborations. Future developments of the project will investigate ways of enhancing generic and specific employability skills within interdisciplinary learning environments for art and science students.","PeriodicalId":42410,"journal":{"name":"Journal of Music Technology & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66732505","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":"Band students’ perceptions of instruction via videoconferencing","authors":"J. Denis","doi":"10.1386/jmte.9.3.241_1","DOIUrl":"https://doi.org/10.1386/jmte.9.3.241_1","url":null,"abstract":"","PeriodicalId":42410,"journal":{"name":"Journal of Music Technology & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66732515","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}
J. Jenson, S. Castell, Rachel Muehrer, Milena Droumeva
{"title":"So you think you can play: An exploratory study of music video games","authors":"J. Jenson, S. Castell, Rachel Muehrer, Milena Droumeva","doi":"10.1386/JMTE.9.3.273_1","DOIUrl":"https://doi.org/10.1386/JMTE.9.3.273_1","url":null,"abstract":"","PeriodicalId":42410,"journal":{"name":"Journal of Music Technology & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66732571","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":"Maschine-itivity: How I found my creativity using a digital sampling device to compose music","authors":"Jonathan Kladder","doi":"10.1386/JMTE.9.3.289_1","DOIUrl":"https://doi.org/10.1386/JMTE.9.3.289_1","url":null,"abstract":"","PeriodicalId":42410,"journal":{"name":"Journal of Music Technology & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1386/JMTE.9.3.289_1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66732583","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}
This article examines learning opportunities of music production tasks by an exemplary unit on dub reggae following an action research approach. It addresses the educational areas of sound design, musical knowledge, analysis and listening skills, taking the sound of dub reggae as starting point for learner-centred activity. The main premise is to advocate music production technology as an effective tool for music learning allowing students to experience techniques of music production first hand, vividly illustrating creative approaches of remote musical cultures, their successive influence on popular music, and aesthetic experiences special to technologically created sound. The overall goal is to facilitate a higher awareness and a more detailed understanding of produced sound, and practical competences of integrating technological sound into musical action. The study took place within two vocational college courses for social and health (N = 10; 7 women, 3 men; average age 21 years) and art and design (N = 9; 5 women, 4 men; average age 18.3 years), and aimed to investigate the methodical practicability and the success of the suggested educational approach. It provides preliminary insights along with recommendations for improvements and further applications.
{"title":"Remixing dub reggae in the music classroom: A practice-based case study on the educational value of music production for listening skills and stylistic analysis","authors":"Jan Herbst","doi":"10.1386/JMTE.9.3.255_1","DOIUrl":"https://doi.org/10.1386/JMTE.9.3.255_1","url":null,"abstract":"This article examines learning opportunities of music production tasks by an exemplary unit on dub reggae following an action research approach. It addresses the educational areas of sound design, musical knowledge, analysis and listening skills, taking the sound of dub reggae as starting point for learner-centred activity. The main premise is to advocate music production technology as an effective tool for music learning allowing students to experience techniques of music production first hand, vividly illustrating creative approaches of remote musical cultures, their successive influence on popular music, and aesthetic experiences special to technologically created sound. The overall goal is to facilitate a higher awareness and a more detailed understanding of produced sound, and practical competences of integrating technological sound into musical action. The study took place within two vocational college courses for social and health (N = 10; 7 women, 3 men; average age 21 years) and art and design (N = 9; 5 women, 4 men; average age 18.3 years), and aimed to investigate the methodical practicability and the success of the suggested educational approach. It provides preliminary insights along with recommendations for improvements and further applications.","PeriodicalId":42410,"journal":{"name":"Journal of Music Technology & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66732527","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":"University musicians’ experiences in an iPad ensemble: A phenomenological case study","authors":"Kristina Verrico, Jill Reese","doi":"10.1386/JMTE.9.3.315_1","DOIUrl":"https://doi.org/10.1386/JMTE.9.3.315_1","url":null,"abstract":"","PeriodicalId":42410,"journal":{"name":"Journal of Music Technology & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1386/JMTE.9.3.315_1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66732623","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":"Revitalizing Music Teacher Preparation with Selected “Essential Conditions”","authors":"D. Gilbert","doi":"10.1386/jmte.9.2.161_1","DOIUrl":"https://doi.org/10.1386/jmte.9.2.161_1","url":null,"abstract":"","PeriodicalId":42410,"journal":{"name":"Journal of Music Technology & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1386/jmte.9.2.161_1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66732439","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}
Manuel Pérez-Gil, Jesús Tejada, R. Morant, A. Pérez-González De Martos
The development of the ability to sing or play in tune is one of the most critical tasks in music training. In music education, melodic patterns are usually learned by imitative processes (modelling). Once modelled, pitch sounds are then associated to a representation according to a syllabic system such as the Guidonian system – or an arbitrary single syllable – or western graphic notation system symbols. From a didactic standpoint, few advances have been made in this area besides the use of audio-supported guides and existing software, which use a microphone to analyse the input and estimate the pitch or fundamental frequency of the given tone. However, these programmes lack the necessary analytical algorithm to provide the student with precise feedback on their execution; and also they do not provide adequate noise-robust solutions to minimize the student assessment JMTE_9.2_Pérez-Gil_125-144.indd 125 9/7/16 3:30 PM Manuel Pérez-Gil | Jesús Tejada | Remigi Morant... 126 Journal of Music, Technology & Education error rate. The ongoing research discussed in this article focuses on Cantus, a new software solution expressly designed as an assessment and diagnosis tool for online training and assessment of vocal musical intonation at the initial stages of music education. Cantus software embodies the latest research on real-time analysis of audio stream, which permits the teacher to customize music training by means of recording patterns and embedding them into the programme. The study presented in this article includes the design, implementation and assessment of Cantus by music teachers. The pilot study for the software assessment includes a sample of 21 music teachers working at thirteen music schools in Valencia, Spain. These teachers worked with the software at their own pace for a week in order to evaluate it. Subsequently, a two-part questionnaire was filled in with (1) questions related to demographics, professional experience and the use of ITC; and (2) questions related to the software’s technical and didactic aspects. The questionnaire also included three open questions related to Cantus, namely advantages, issues and suggestions. The results show an excellent reception by teachers, who consider this software as a highly adequate music training tool at the initial stages
在音乐训练中，发展唱歌或演奏的能力是最重要的任务之一。在音乐教育中，旋律模式通常是通过模仿过程(建模)来学习的。一旦建立了模型，音高就会根据音节系统(如Guidonian系统或任意的单音节)或西方图形符号系统符号与表示相关联。从教学的角度来看，除了使用音频支持的指南和现有的软件(使用麦克风分析输入并估计给定音调的音高或基本频率)之外，在这一领域几乎没有取得任何进展。然而，这些程序缺乏必要的分析算法，无法为学生提供有关其执行情况的精确反馈;而且他们也没有提供足够的噪声鲁棒性解决方案来最小化学生的评估。add 125 9/7/16 3:30 PM Manuel psamurez - gil | Jesús Tejada | Remigi Morant…[6]音乐、科技与教育杂志。本文讨论的正在进行的研究集中在Cantus上，这是一种新的软件解决方案，专门用于音乐教育初级阶段的声乐语调在线培训和评估的评估和诊断工具。Cantus软件体现了音频流实时分析的最新研究成果，它允许教师通过录制模式并将其嵌入到程序中来定制音乐训练。本文的研究内容包括音乐教师对Cantus的设计、实施和评价。软件评估的试点研究包括在西班牙瓦伦西亚的13所音乐学校工作的21名音乐教师。这些老师按照自己的节奏用了一周的时间来对软件进行评估。随后，填写了一份由两部分组成的问卷，其中:(1)与人口统计、专业经验和国际贸易中心使用有关的问题;(2)有关软件技术和教学方面的问题。问卷中还包括与Cantus相关的三个开放性问题，分别是优势、问题和建议。结果显示了教师的良好接受，他们认为这个软件在初始阶段是一个非常合适的音乐培训工具
{"title":"Cantus: Construction and evaluation of a software solution for real-time vocal music training and musical intonation assessment","authors":"Manuel Pérez-Gil, Jesús Tejada, R. Morant, A. Pérez-González De Martos","doi":"10.1386/jmte.9.2.125_1","DOIUrl":"https://doi.org/10.1386/jmte.9.2.125_1","url":null,"abstract":"The development of the ability to sing or play in tune is one of the most critical tasks in music training. In music education, melodic patterns are usually learned by imitative processes (modelling). Once modelled, pitch sounds are then associated to a representation according to a syllabic system such as the Guidonian system – or an arbitrary single syllable – or western graphic notation system symbols. From a didactic standpoint, few advances have been made in this area besides the use of audio-supported guides and existing software, which use a microphone to analyse the input and estimate the pitch or fundamental frequency of the given tone. However, these programmes lack the necessary analytical algorithm to provide the student with precise feedback on their execution; and also they do not provide adequate noise-robust solutions to minimize the student assessment JMTE_9.2_Pérez-Gil_125-144.indd 125 9/7/16 3:30 PM Manuel Pérez-Gil | Jesús Tejada | Remigi Morant... 126 Journal of Music, Technology & Education error rate. The ongoing research discussed in this article focuses on Cantus, a new software solution expressly designed as an assessment and diagnosis tool for online training and assessment of vocal musical intonation at the initial stages of music education. Cantus software embodies the latest research on real-time analysis of audio stream, which permits the teacher to customize music training by means of recording patterns and embedding them into the programme. The study presented in this article includes the design, implementation and assessment of Cantus by music teachers. The pilot study for the software assessment includes a sample of 21 music teachers working at thirteen music schools in Valencia, Spain. These teachers worked with the software at their own pace for a week in order to evaluate it. Subsequently, a two-part questionnaire was filled in with (1) questions related to demographics, professional experience and the use of ITC; and (2) questions related to the software’s technical and didactic aspects. The questionnaire also included three open questions related to Cantus, namely advantages, issues and suggestions. The results show an excellent reception by teachers, who consider this software as a highly adequate music training tool at the initial stages","PeriodicalId":42410,"journal":{"name":"Journal of Music Technology & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1386/jmte.9.2.125_1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66732381","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":"Understanding sheet music as a medium to expand pedagogic practice","authors":"Matthew D. Thibeault","doi":"10.1386/JMTE.9.2.209_1","DOIUrl":"https://doi.org/10.1386/JMTE.9.2.209_1","url":null,"abstract":"","PeriodicalId":42410,"journal":{"name":"Journal of Music Technology & Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1386/JMTE.9.2.209_1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66732468","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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