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Music Teaching and Learning Through ...

Guerrero, Benjamin Jacob,

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Music Teaching and Learning Through Creative Musical Activities: A Technological, Pedagogical, and Content Knowledge Case Study /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Music Teaching and Learning Through Creative Musical Activities: A Technological, Pedagogical, and Content Knowledge Case Study // Benjamin Jacob Guerrero.
作者:	Guerrero, Benjamin Jacob,
面頁冊數:	1 electronic resource (191 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-02, Section: A.
Contained By:	Dissertations Abstracts International86-02A.
標題:	Music education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31558112
ISBN:	9798384013815

Music Teaching and Learning Through Creative Musical Activities: A Technological, Pedagogical, and Content Knowledge Case Study /
Guerrero, Benjamin Jacob,

Music Teaching and Learning Through Creative Musical Activities: A Technological, Pedagogical, and Content Knowledge Case Study /Benjamin Jacob Guerrero. - 1 electronic resource (191 pages)

Source: Dissertations Abstracts International, Volume: 86-02, Section: A.

The use of technology in music teaching and learning has evolved rapidly in recent years. Creative musical activities (CMAs), such as composing, arranging, and improvisation, are included in the National Core Arts Standards for music. Technology-based music classes (TBMCs) provide creative opportunities for music students. However, music teachers indicate that lack of time, confidence, and knowledge prevent them from incorporating CMAs (Piazza & Talbot, 2021) or music technology (Bauer, 2012; Bauer & Dammers, 2016; Dorfman, 2022; Gall, 2013) into their curricula. A deeper understanding of the use of CMAs in TBMCs may help music teachers better incorporate technology in their institution.The purpose of this intrinsic case study was to document how one teacher and her students used technology to facilitate CMAs in an exemplary high school TBMC. Research questions guiding this study included:1) What are the goals of this class?2) What characterizes and enables technology use in this class?3) How is technology used to facilitate CMAs?4) How do the teacher and students feel about using technology to facilitate CMAs?I collected data using observations, semi-structured interviews, student reflections, a student focus group, classroom artifacts, and analytic memos during a six-week creative music technology unit. After triangulating the data using a hybrid coding model, I interpreted findings through the lens of the technological, pedagogical, and content knowledge (TPACK) conceptual framework.The pedagogical goals of this TBMC included teaching music fundamentals and creativity through scaffolded project-based learning related to the music industry. The students had access to various physical and digital tools and were encouraged to experiment musically and express themselves freely in each project. The focus group students felt independent and supported during their project, even when they felt lost or overwhelmed by the technology or music lessons. Implications of this study include prioritizing CMAs in music curricula, supporting teachers with professional development on creativity and technology, and rethinking what music performance may look like in a TBMC.

English

ISBN: 9798384013815Subjects--Topical Terms:

3168367
Music education.
Subjects--Index Terms:

Creative musical activities

Music Teaching and Learning Through Creative Musical Activities: A Technological, Pedagogical, and Content Knowledge Case Study /
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520 $a The use of technology in music teaching and learning has evolved rapidly in recent years. Creative musical activities (CMAs), such as composing, arranging, and improvisation, are included in the National Core Arts Standards for music. Technology-based music classes (TBMCs) provide creative opportunities for music students. However, music teachers indicate that lack of time, confidence, and knowledge prevent them from incorporating CMAs (Piazza & Talbot, 2021) or music technology (Bauer, 2012; Bauer & Dammers, 2016; Dorfman, 2022; Gall, 2013) into their curricula. A deeper understanding of the use of CMAs in TBMCs may help music teachers better incorporate technology in their institution.The purpose of this intrinsic case study was to document how one teacher and her students used technology to facilitate CMAs in an exemplary high school TBMC. Research questions guiding this study included:1) What are the goals of this class?2) What characterizes and enables technology use in this class?3) How is technology used to facilitate CMAs?4) How do the teacher and students feel about using technology to facilitate CMAs?I collected data using observations, semi-structured interviews, student reflections, a student focus group, classroom artifacts, and analytic memos during a six-week creative music technology unit. After triangulating the data using a hybrid coding model, I interpreted findings through the lens of the technological, pedagogical, and content knowledge (TPACK) conceptual framework.The pedagogical goals of this TBMC included teaching music fundamentals and creativity through scaffolded project-based learning related to the music industry. The students had access to various physical and digital tools and were encouraged to experiment musically and express themselves freely in each project. The focus group students felt independent and supported during their project, even when they felt lost or overwhelmed by the technology or music lessons. Implications of this study include prioritizing CMAs in music curricula, supporting teachers with professional development on creativity and technology, and rethinking what music performance may look like in a TBMC.
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