東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Maker Music: Constructing Musical Kn...

Hable, Burton William,

Linked to FindBook

Google Book

Amazon

博客來

Maker Music: Constructing Musical Knowledge in Educational Makerspaces /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Maker Music: Constructing Musical Knowledge in Educational Makerspaces // Burton William Hable.
Author:	Hable, Burton William,
Description:	1 electronic resource (244 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-07, Section: A.
Contained By:	Dissertations Abstracts International86-07A.
Subject:	Music education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31767986
ISBN:	9798302134882

Maker Music: Constructing Musical Knowledge in Educational Makerspaces /
Hable, Burton William,

Maker Music: Constructing Musical Knowledge in Educational Makerspaces /Burton William Hable. - 1 electronic resource (244 pages)

Source: Dissertations Abstracts International, Volume: 86-07, Section: A.

The purpose of this study was to develop evidence for how students could construct musical knowledge in educational makerspaces and to inform alternative pathways to musical knowledge. Makerspaces are places where tools and technologies are available for people of varying ages and skill levels to engage in constructing and sharing of physical or digital artifacts (Sheridan et al., 2014). Educational makerspaces are specifically designed for learning to take place through making (Harron & Hughes, 2018). Makers learn through the making and sharing of personally meaningful artifacts (Sheridan et al., 2014) by constructing knowledge through the processes and products of making (Papert, 1980/2020). Makers learn concepts and skills across multiple disciplines, primarily in the fields of science, technology, engineering, arts, and mathematics (STEAM; Brahms & Crowley, 2016b; Clapp & Jimenez, 2016). Empirical research demonstrates that makers also learn concepts and skills within arts disciplines, but more evidence is needed of makers engaging with arts disciplines or constructing arts knowledge through making.In this dissertation, I conducted a holistic multiple case study (Yin, 2018) of two participants' work in two educational makerspaces. I used bi-directional artifact analysis methods to construct timelines and narratives for how participants conceived of, constructed, and shared musical artifacts (Halverson & Magnifico, 2013). Participants used the tools, technology, expertise, and environment of the educational makerspaces to engage with music by playing physical and digital instruments, interacting with a community of musicians for collaboration and feedback, and sharing musical works through performance and distribution. By engaging with music, participants also engaged with interdisciplinary STEAM concepts with parallel concepts in music. Ultimately, participants constructed knowledge of music concepts by using maker resources to create musical artifacts.Maker music-when people construct musical knowledge by engaging in maker activities within the domain of music-is a meaningful and compelling way to learn music. The participants in this study demonstrated maker music by creating and releasing original music and developing skills as music producers. The makerspaces in this study provided opportunities for participants to follow representational trajectories-learning the skills and tools for realizing ideas (Halverson, 2021)-as music producers and creators. The participants' musical artifacts demonstrate how maker experiences can provide deep musical experiences that engage multiple disciplines.

English

ISBN: 9798302134882Subjects--Topical Terms:

3168367
Music education.
Subjects--Index Terms:

Constructionism

Maker Music: Constructing Musical Knowledge in Educational Makerspaces /
LDR:04092nmm a22004453i 4500 001 2432864
005 20250807123509.5
006 m o d
007 cr|nu||||||||
008 261011s2025 miu||||||m |||||||eng d
020 $a 9798302134882
035 $a (MiAaPQD)AAI31767986
035 $a AAI31767986
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Hable, Burton William, $e author. $0 (orcid)0009-0001-2998-5355 $3 3822258
245 1 0 $a Maker Music: Constructing Musical Knowledge in Educational Makerspaces / $c Burton William Hable.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2025
300 $a 1 electronic resource (244 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-07, Section: A.
500 $a Advisors: O'Leary, Emmett J. Committee members: Kellum, Brian W.; Smith, Gareth Dylan.
502 $b D.M.A. $c Boston University $d 2025.
520 $a The purpose of this study was to develop evidence for how students could construct musical knowledge in educational makerspaces and to inform alternative pathways to musical knowledge. Makerspaces are places where tools and technologies are available for people of varying ages and skill levels to engage in constructing and sharing of physical or digital artifacts (Sheridan et al., 2014). Educational makerspaces are specifically designed for learning to take place through making (Harron & Hughes, 2018). Makers learn through the making and sharing of personally meaningful artifacts (Sheridan et al., 2014) by constructing knowledge through the processes and products of making (Papert, 1980/2020). Makers learn concepts and skills across multiple disciplines, primarily in the fields of science, technology, engineering, arts, and mathematics (STEAM; Brahms & Crowley, 2016b; Clapp & Jimenez, 2016). Empirical research demonstrates that makers also learn concepts and skills within arts disciplines, but more evidence is needed of makers engaging with arts disciplines or constructing arts knowledge through making.In this dissertation, I conducted a holistic multiple case study (Yin, 2018) of two participants' work in two educational makerspaces. I used bi-directional artifact analysis methods to construct timelines and narratives for how participants conceived of, constructed, and shared musical artifacts (Halverson & Magnifico, 2013). Participants used the tools, technology, expertise, and environment of the educational makerspaces to engage with music by playing physical and digital instruments, interacting with a community of musicians for collaboration and feedback, and sharing musical works through performance and distribution. By engaging with music, participants also engaged with interdisciplinary STEAM concepts with parallel concepts in music. Ultimately, participants constructed knowledge of music concepts by using maker resources to create musical artifacts.Maker music-when people construct musical knowledge by engaging in maker activities within the domain of music-is a meaningful and compelling way to learn music. The participants in this study demonstrated maker music by creating and releasing original music and developing skills as music producers. The makerspaces in this study provided opportunities for participants to follow representational trajectories-learning the skills and tools for realizing ideas (Halverson, 2021)-as music producers and creators. The participants' musical artifacts demonstrate how maker experiences can provide deep musical experiences that engage multiple disciplines.
546 $a English
590 $a School code: 0017
650 4 $a Music education. $3 3168367
650 4 $a Curriculum development. $3 684418
650 4 $a Musical composition. $3 3289630
650 4 $a Music theory. $3 547155
653 $a Constructionism
653 $a Maker activities
653 $a Makerspaces
653 $a Music concepts
653 $a Music producers
690 $a 0522
690 $a 0214
690 $a 0727
690 $a 0221
710 2 $a Boston University. $b Music Education CFA. $e degree granting institution. $3 3816682
720 1 $a O'Leary, Emmett J. $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-07A.
790 $a 0017
791 $a D.M.A.
792 $a 2025
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31767986