MUSIC LEARNING TODAY digital pedagogy for creating, performing, and responding to music;digital pedagogy for creating, performing, and responding

"Grounded in a research-based, conceptual model called Technological Pedagogical and Content Knowledge (TPACK), the essential premise of Music Learning Today: Digital Pedagogy for Creating, Performing, and Responding to Music is that music educators and their students can benefit through use of technology as a tool to support learning in the three musical processes—creating, performing, and responding to music. Insights on how technology can be used to advantage in both traditional and emerging learning environments are provided, and research-based pedagogical approaches that align technologies with specific curricular outcomes are described. Importantly, the book advocates that the decision on whether or not to utilize technology for learning, and the specific technology that might be best suited for a particular learning context, should begin with a consideration of curricular outcomes (music subject matter). This is in sharp contrast to most other books on music technology that are technocentric, organized around specific software applications and hardware. The book also recognizes that knowing how to effectively use the technological tools to maximize learning (pedagogy) is a crucial aspect of the teaching-learning process. Drawing on the research and promising practices literature in music education and related fields, pedagogical approaches that are aligned with curricular outcomes and specific technologies are suggested. It is not a “how to” book per se, but rather a text informed by the latest research, theories of learning, and documented best practices, with the goal of helping teachers develop the ability to understand the dynamics of effectively using technology for music learning"--Publisher's description "Grounded in a research-based, conceptual model called Technological Pedagogical and Content Knowledge (TPACK), the essential premise of Music Learning Today: Digital Pedagogy for Creating, Performing, and Responding to Music is that music educators and their students can benefit through use of technology as a tool to support learning in the three musical processes--creating, performing, and responding to music. Insights on how technology can be used to advantage in both traditional and emerging learning environments are provided, and research-based pedagogical approaches that align technologies with specific curricular outcomes are described. Importantly, the book advocates that the decision on whether or not to utilize technology for learning, and the specific technology that might be best suited for a particular learning context, should begin with a consideration of curricular outcomes (music subject matter). This is in sharp contrast to most other books on music technology that are technocentric, organized around specific software applications and hardware. The book also recognizes that knowing how to effectively use the technological tools to maximize learning (pedagogy) is a crucial aspect of the teaching-learning process. Drawing on the research and promising practices literature in music education and related fields, pedagogical approaches that are aligned with curricular outcomes and specific technologies are suggested. This is not a "how to" book per se, but rather a text informed by the latest research, theories of learning, and documented best practices, with the goal of helping teachers develop the ability to understand the dynamics of effectively using technology for music learning. The second edition features an all new design, with a look and feel created to be more attractive and accessible to students; includes discussion of recent technological developments with application to music education; adds an overview of the SAMR model of technology integration; updates discussions of pedagogy for teaching musical performance, improvisation, composition, and music learning with technology "-- Provided by publisher Cover 1 Music Learning Today 4 Copyright 5 Contents 6 Preface 10 Acknowledgments 14 About the Companion Website 16 1. A Conceptual Framework for Technology-​Assisted Music Learning 20 Technology and Today’s World 21 Technology and Music 23 Technology in Schools 24 A New Model 27 Developing Technological Pedagogical and Content Knowledge (TPACK) for Music Teaching and Learning 32 Applications 34 References 34 2. Technology Fundamentals 38 Computer Systems for Music Learning 39 Digital Sound 43 Other Media 51 Instructional Software 52 Internet Resources 58 Summary 61 Applications 61 3. Creating Music 64 Common Learning Outcomes for Musical Creativity 66 Creativity 67 Improvisation 70 Composition 77 Creating Music Activity Types 87 Applications 89 References 90 4. Performing Music 94 Common Curricular Outcomes for Music Performance Classes 97 Knowledge and Skills for Performance 98 Reading and Writing Music 105 Ensemble Rehearsals 107 New Performance Possibilities 109 Summary 111 Performing Music Activity Types 112 Applications 116 References 116 5. Responding to Music 120 Common Curricular Outcomes Related to Responding to Music 122 Human Response to Music 123 Listening to Music 124 Knowledge about Music 132 Summary 140 Responding to Music Activity Types 140 Applications 143 References 144 6. Assessment for Music Learning 146 Essential Assessment Concepts 148 Assessing Musical Outcomes 150 Assessment Management 157 Summary 158 Applications 158 References 159 7. Instructional Design 160 How People Learn 162 Project-​Based Learning 164 Designing Instruction 166 Designing Lessons and Units 173 Pedagogical Approaches and Considerations 174 Copyright 178 Summary 180 Applications 181 References 181 8. Productivity and Professional Development 184 Productivity 185 Professional Development 191 Developing Musical Technological Pedagogical and Content Knowledge 198 Summary 201 Applications 201 References 202 Notes 204 Index 210 ""At the beginning of Chapter 1, I quote author Arthur C. Clarke, who wrote "Any sufficiently advanced technology is indistinguishable from magic" (1984, p. 36). To me, technology has always been somewhat magical. Growing up I liked both magic tricks and electronic gadgets. When I was very young I remember being picked out of the audience by a magician to help him with a trick, thrilled with the seemingly mystical act that he accomplished with my assistance. I loved seeing magicians live or on TV, and I borrowed magic books from the local public library to learn tricks that I tried out on my family. As I became older and obtained various technological devices, they too fascinated me with the somewhat magical (to me) things they were able to do. Two items, in particular, stand out in my memory. I acquired an analog audio tape recorder that I used to play duets with myself by recording one part and then playing it back while performing the other part live. This made practicing my euphonium so much more fun and likely increased my practice time as I worked to record the perfect "take" of each line of the various duets I had in my books! I was also excited to receive a CB radio one Christmas, which allowed me to stay in close contact, at all times of the day and night, with my best friend who had received the same gift. It augmented my social network, such as it existed in those days. In addition, it was amazing to be able to use the radio to listen to and learn from the conversations picked out of the air of people from all over. Technology had magical qualities and I loved how it allowed me to do things that were otherwise not possible, as well as things that made life more interesting and enjoyable. I still feel the same way today. ""-- Provided by publisher Music Learning Today: Digital Pedagogy for Creating, Performing, and Responding to Music presents an approach to conceptualizing and utilizing technology as a tool for music learning. Designed for use by pre- and in-service music teachers, it provides the essential understandings required to become an adaptive expert with music technology, creating and implementing lessons, units, and curriculum that take advantage of technological affordances to assist students in developing their musicianship.Author William I. Bauer makes connections among music knowledge and skill outcomes, the research on human cognition and music learning, best practices in music pedagogy, and technology. His essential premise is that music educators and students benefit through use of technology as a tool to support learning in the three musical processes - creating, performing, and responding to music. The philosophical and theoretical rationales, along with the practical information discussed in the book, are applicable to all experience levels. However, the technological applications described are focused at a beginning to intermediate level, relevant to both pre-service and in-service music educators and their students.This expanded second edition features an all-new student-friendly design and updated discussions of recent technological developments with applications for music teaching and learning. The revamped companion website also offers a new teacher's guide, with sample syllabi and lessons for each chapter. Music Learning Today: Digital Pedagogy for Creating, Performing, and Responding to Music presents an approach to conceptualizing and utilizing technology as a tool for music learning. Designed for use by pre- and in-service music teachers, it provides the essential understandings required to become an adaptive expert with music technology, creating and implementing lessons, units, and curriculum that take advantage of technological affordances to assist students in developing their musicianship. Author William I. Bauer makes connections among music knowledge and skill outcomes, the research on human cognition and music learning, best practices in music pedagogy, and technology. His essential premise is that music educators and students benefit through use of technology as a tool to support learning in the three musical processes - creating, performing, and responding to music. The philosophical and theoretical rationales, along with the practical information discussed in the book, are applicable to all experience levels. However, the technological applications described are focused at a beginning to intermediate level, relevant to both pre-service and in-service music educators and their students. This expanded second edition features an all-new student-friendly design and updated discussions of recent technological developments with applications for music teaching and learning. The revamped companion website also offers a new teacher's guide, with sample syllabi and lessons for each chapter. Designed for use by pre- and in-service music teachers, this resource presents an approach to conceptualising and utilising technology as a tool for music learning. This updated second edition features up-to-date discussions of recent technological developments and a new teacher's guide with sample syllabi and lessons