Assessing a Collaborative Online Environment for Music Composition

The current pilot study tested the effectiveness of an e-learning environment built to enable students to compose music collaboratively. The participants interacted online by using synchronous and asynchronous resources to develop a project in which they composed a new music piece in collaboration. After the learning sessions, individual semi-structured interviews with the participants were conducted to analyze the participants\u2019 perspectives regarding the e-learning environment\u2019s functionality, the resources of the e-learning platform, and their overall experience with the e-learning process. Qualitative analyses of forum discussions with respect to metacognitive dimensions, and semi-structured interview transcriptions were performed. The findings showed that the participants successfully completed the composition task in the virtual environment, and that they demonstrated the use of metacognitive processes. Moreover, four themes were apparent in the semi-structured interview transcriptions: Teamwork, the platform, face-to-face/online differences, and strengths/weaknesses. Overall, the participants exhibited an awareness of the potential of the online tools, and the task performed. The results are discussed in consideration of metacognitive processes, and the following aspects that rendered virtual activity effective for learning: The learning environment, the platform, the technological resources, the level of challenge, and the nature of the activity. The possible implications of the findings for research on online collaborative composition are also considered

Dalcroze meets technology : integrating music, movement and visuals with the Music Paint Machine

peer reviewedNew interactive music educational technologies are often seen as a ‘force of change’, introducing new approaches that address the shortcomings (e.g. score-based, teacher-centred and disembodied) of the so-called traditional teaching approaches. And yet, despite the growing belief in their educational potential, these new technologies have been problematised with regard to their design, reception, implementation and evaluation. A possible way to optimise the realisation of the educational potential of interactive music educational technologies is to connect their use to music educational approaches that stood the test of time and as such may inspire technologies to become a bridge between tradition and innovation. This article describes an educational technology (the Music Paint Machine) that integrates the creative use of movement and visualisation to support instrumental music teaching and learning. Next, it connects this application to such an established music educational method, the Dalcroze approach. Through the lens of a set of interconnected aspects, it is shown how the Music Paint Machine’s conceptual design aligns to the underlying principles of this approach. In this way, it is argued that integrating Dalcroze-inspired practices is a plausible way of realising the didactic potential of the system. An appendix with example exercises is provided

Contribution of Cognitive-Emotional Approach to Music Listening on Students’ Cognitive and Emotional Experience

It was explored whether cognitive-emotional and standard approach to music listening in music teaching contribute to different students’ cognitive and emotional experiences regarding the artworks Masquerade, Wellington’s Victory, Scheherazade, and Pavane. Results reveal advantages of the cognitive-emotional approach, as well different contribution of the four music pieces in fostering music listening

Sembolik ve Grafiksel Gösterimleriyle Müzik Haritaları Üzerine Bir Analiz

The idea of making music meaningful, which is an abstract concept, leads to a need for developing various visual materials in line with today’s contemporary music education approaches. One of the visual materials that can be used in line with this need is the maps that involve use of symbolic and graphical elements (lines, pictures, shapes, etc.). These materials, which can be used efficiently to perceive, analyze, and interpret music as a whole, making musical structures and concepts meaningful, can be named as music maps in a general expression. In this research, 12 music map examples in literature were investigated through content analysis method, which were created in line with different purposes and methods and which are different from each other in terms of their styles. It was tried to reveal the purposes, methods, and application fields of music maps according to the findings achieved through the visual contents that were found in the 12 music maps in total, investigated under the themes of “Structural Content” and “Musical Content”. Results of the research showed that music maps are creative and original materials that would contribute to those who implement them, for various purposes in their practices at different levels of the general, amateur, and professional music education processes. Accordingly, it is thought that the visual music map examples and the analyses on these maps in this study will be a guide for trainers, students, and performers who want to use music mapping methods, as well as for parents.Soyut bir kavram olan müziğin anlamlandırılması fikri, günümüz çağdaş müzik eğitimi yaklaşımları doğrultusunda çeşitli görsel materyallerin geliştirilmesi ihtiyacını da beraberinde getirmektedir. Bu ihtiyaç doğrultusunda yararlanılabilecek görsel materyallerden biri de sembolik ve grafiksel öğelerin (çizgi, resim, şekil, vb.) kullanımını içeren haritalardır. Müziksel yapı ve kavramların somutlaştırılarak müziğin algılanmasında, analiz edilmesinde ve yorumlanmasında etkin olarak kullanılabilecek olan bu materyaller, genel bir ifadeyle müzik haritaları olarak adlandırılabilir. Bu araştırmada, literatürde yer alan farklı amaç ve yöntemler doğrultusunda oluşturulmuş ve biçimsel olarak birbirinden ayrılan toplam 12 müzik haritası örneği içerik analizi yöntemiyle incelenmiştir. “Yapısal İçerik” ve “Müziksel İçerik” temaları altında incelenen toplam 12 müzik haritasında yer alan görsel içeriklerden elde edilen bulgular doğrultusunda müzik haritalarının amaçları, yöntemleri ve uygulama alanları ortaya konulmaya çalışılmıştır. Araştırma sonuçları müzik haritalarının genel, özengen ve mesleki müzik eğitimi süreçlerinin farklı kademelerindeki uygulamalarında çeşitli amaçlar dâhilinde uygulayıcılara fayda sağlayacak yaratıcı ve özgün materyaller olduğunu göstermiştir. Bu doğrultuda, çalışmada yer alan görsel müzik haritası örneklerinin ve bu haritalar üzerinde gerçekleştirilen analizlerin, müzik haritalama yöntemlerini kullanmak isteyen öğreticilere, öğrencilere, icracılara ve aynı zamanda ebeveynlere kılavuzluk edeceği düşünülmektedir

Softveri za glazbenu tehnologiju u usvajanju nastavnih sadržaja na satovima glazbene kulture

The paper examines the use of music technology software in music classes among younger pupils.  The sample consists of the fourth grade primary school pupils (E-65, C-64) from Serbia.  The experiment was carried out in classes in which pupils\u27 intellectual processes (learning, attention, and memory) were encouraged through the use of music technology software. While the E group achieved better results regarding all examined parameters, a decline was recorded in the C group regarding some parameters.  The results of this research also provide a basis for further research which would be aimed at pupils of all age groups.   Keywords: music via technology, educational software, pupils\u27 achievementU radu se istražuje korištenje softvera za glazbenu tehnologiju u usvajanju nastavnih sadržaja i realizaciji nastave glazbene kulture. Uzorak se sastoji od 129 učenika četvrtog razreda osnovne škole podijeljenih u dvije skupine, eksperimentalni (E-65 učenici) i kontrolni (K-64 učenici). Eksperiment se temelji na konceptu nastave u kojoj se učenici potiču na poticanje intelektualnih procesa (učenje, pažnja, pamćenje) korištenjem glazbene tehnologije. Rezultati ove studije pokazuju da postoji značajna razlika između dviju skupina u pogledu razine usvojenog sadržaja. Ovaj je rad temelj daljnjih istraživanja koja bi bila usmjerena na učenike svih uzrasta, kao korisnike novih tehnologija u nastavi glazbene kulture

Sound and Ludonarrative: The Hidden Influence

El sonido representa un valor añadido, expresivo e informativo que enriquece y condiciona a la imagen. En este artículo se presentan las cualidades del sonido, así como los recursos y manipulaciones más habituales empleados en el diseño sonoro de los videojuegos y la caracterización de las distintas situaciones y emociones, acompañado de multitud de ejemplos. Así pues, el control y la manipulación de la intensidad, la altura, el ritmo, el timbre, el silencio, la armonía y la melodía, permitirán entender toda la influencia que ejercen para dirigir, en cierto modo, las decisiones que el usuario toma a lo largo de una partida. Además de garantizar la comprensión de las tramas de las distintas situaciones y personales de cada videojuego y sus características emocionales y morales.The sound represents an added value, expressive and informative that enriches and conditions the image. This article presents the qualities of sound as well as the most common resources and manipulations used in the sound design of video games and the characterization of different situations and emotions, accompanied by a multitude of examples. Thus, the control and manipulation of the intensity, the height, the rhythm, the timbre, the silence, the harmony and the melody, will allow to understand all the influence they exert to direct, in a certain way, the decisions that the user takes throughout a game. In addition to ensuring the understanding of the plots of the different situations and personal of each video game and their emotional and moral characteristics.Facultad de Periodismo y Comunicación Socia

Sonido y Ludonarrativa: La Influencia Oculta

The sound represents an added value, expressive and informative that enriches and conditions the image. This article presents the qualities of sound as well as the most common resources and manipulations used in the sound design of video games and the characterization of different situations and emotions, accompanied by a multitude of examples. Thus, the control and manipulation of the intensity, the height, the rhythm, the timbre, the silence, the harmony and the melody, will allow to understand all the influence they exert to direct, in a certain way, the decisions that the user takes throughout a game. In addition to ensuring the understanding of the plots of the different situations and personal of each video game and their emotional and moral characteristics.El sonido representa un valor añadido, expresivo e informativo que enriquece y condiciona a la imagen. En este artículo se presentan las cualidades del sonido, así como los recursos y manipulaciones más habituales empleados en el diseño sonoro de los videojuegos y la caracterización de las distintas situaciones y emociones, acompañado de multitud de ejemplos. Así pues, el control y la manipulación de la intensidad, la altura, el ritmo, el timbre, el silencio, la armonía y la melodía, permitirán entender toda la influencia que ejercen para dirigir, en cierto modo, las decisiones que el usuario toma a lo largo de una partida. Además de garantizar la comprensión de las tramas de las distintas situaciones y personales de cada videojuego y sus características emocionales y morales

Diseño y Evaluación de un programa informático para la educación musical de maestros no especialistas. El caso de EMOLAB.

Este trabajo expone el diseño, desarrollo y evaluación de un software como apoyo docente en una materia de formación musical básica para futuros maestros generalistas. La evaluación del programa fue realizada por estudiantes de primer año del Grado de Maestro en Educación Primaria. Cumplimentaron un cuestionario que recogió sus opiniones (versatilidad, eficacia, facilidad de uso, calidad del entorno gráfico, adecuación, interés, facilitación del aprendizaje, feedback, funcionalidad) y percepciones sobre aspectos más generales (control, orientación, afectividad, consulta, verificación, seguimiento). Los resultados sugieren que el alumnado percibe EMOLab como herramienta de gran ayuda en el desarrollo de sus habilidades musicales

An Exploration of the Use of and the Attitudes Toward Technology Among Fourth and Fifth Grade Band and Orchestra Teachers, Students, and their Parents

The purpose of this study was to determine what technologies are used in fourth- and fifth-grade instrumental music and to examine factors that influence the attitudes of teachers, students, and their parents toward the use of those technologies. Two researcher-designed questionnaires, the Technology in Music Usage Questionnaire (TMUQ) and the Technology in Music Attitude Questionnaire (TMAQ), were administered to a sample of teachers, students, and parents associated with first-year elementary instrumental music in a large, American Midwest urban school district. Results indicated that while most teachers use technology in class (87.0%), it is generally only used up to a third of the class period (75.0%). Although all participants were found to have positive attitudes toward using technology, results of a one-way ANOVA revealed a significant difference between the attitude scores of teachers and students. Based on the results of the study, teacher selection of technologies should be individualized and voluntary. Professional development is necessary for teachers to become familiar with available resources and best practices for implementation. Future studies are needed to investigate whether the use of technology influences student achievement or motivation for participation in elementary instrumental music

Students’ response toward multimodality in booktrack to assist the students english language learning at tenth grade in SMAN 13 Surabaya Academic year 2017-2018

Meningkatkan skil siswa dalam pembelajaran bahasa Inggris itu sangat penting dalam membaca dan menulis. Mereka juga dipertimbangkan sebagai skill bahasa yang sulit. Media yang multimodal dapat di gunakan sebagai cara untuk mendukung kemampuan belajar bahasa Inggris mereka. Salah satu media yang multimodal adalah Booktrack. Booktrack adalah aplikasi tak berbayar yang menyeimbangkan antara buku digital kepada audio dan menanamkan pengalaman membaca. Penelitian ini mendiskusikan fitur yang multimodal pada aplikasi Booktrack, respon siswa terhadap multimodality pada Booktrack, dan mengidentifikasi cara pada Booktrack dalam membantu pembelajaran bahasa mereka. Untuk menjawab permasalahan ini, peneliti menggunakan kualitatif deskripsi dengan mewawancarai siswa. Hasil dari penelitian ini menunjukkan bahwa aplikasi Booktrack memberi kontribusi pada pembelajaran bahasa Inggris siswa. Mereka tidak hanya mengkonsumsi informasi yang terdapat pada Booktrack tetapi mereka juga bias membuat karya tulis mereka sendiri. Lalu, siswa memberikan respon positif terhadap penggunaan pada aplikasi Booktrack sebagai media yang multimodal. Cara multimodality pada Booktrack aplikasi membantu pembelajaran bahasa Inggris siswa melalui fitur, gaya belajar, kualitas, channel, frekuensi, dan jenis