Hostname: page-component-586b7cd67f-l7hp2 Total loading time: 0 Render date: 2024-11-23T19:01:09.531Z Has data issue: false hasContentIssue false
  • English
  • Français

Secondary school teachers’ approaches to teaching composition using digital technology

Published online by Cambridge University Press:  07 December 2016

Stuart Wise
Stuart Wise*
Affiliation:
School of Teacher Education, College of Education, Health & Human Development, University of Canterbury, Private Bag 4800, Christchurch 8140, New Zealand [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

The music industry in the 21st century uses digital technology in a wide range of applications including in performance, in composition and in recording and publishing. In this article, I consider how the impact of digital technologies may be affecting pedagogical processes adopted by secondary music teachers, particularly in the area of composition. This paper examines qualitative data gathered from teachers in four schools participating in a larger research project. Data collected in this paper came from a number of semi-structured interviews. Findings indicate that although the majority of teachers involved in this research remain fundamentally conservative in their approaches to teaching composition, focusing on more procedural rather than creative activities, some music teachers do make radical changes to their pedagogy in contexts where this is important to their students’ engagement and supported by their school.

Type
Research Article
Information
British Journal of Music Education , Volume 33 , Issue 3 , November 2016 , pp. 283 - 295
Copyright
Copyright © Cambridge University Press 2016 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

BECKSTEAD, D. (2001) Will technology transform music education? Music Educators Journal, 87 (6), 44–49.Google Scholar
BERKLEY, R. (2004) Teaching composing as creative problem solving: conceptualising composing pedagogy. British Journal of Music Education, 21 (03).Google Scholar
BOGDAN, R. & BIKLEN, S. (2007) Qualitative Research for Education: An Introduction to Theories and Methods (5th Edn.) Boston: Pearson.Google Scholar
BUTTON, S. (2006) Key Stage 3 pupil's perception of music. Music Education Research, 8 (3), 417–431.Google Scholar
CAIN, T. (2004) Theory, technology and the music curriculum. British Journal of Music Education, 21 (2), 215–221.Google Scholar
CROW, B. (2006) Musical creativity and the new technology. Music Education Research, 8 (1), 121–130.Google Scholar
CUBAN, L. (2001) Oversold and Underused: Computers in the Classroom. Cambridge, MA: Harvard University Press.Google Scholar
DILLON, P. (2004) Trajectories and Tensions in the theory of Information and Communication Technology in Education. British Journal of Educational Studies, 52 (2), 138–150.Google Scholar
FOLKESTAD, G., HARGREAVES, D. & LINDSTROM, B. (1998) Compositional Strategies in Computer-Based Music-Making. British Journal of Music Education, 15 (1), 83–97.Google Scholar
GOETZ, T. (2004, November). Sample the future. Wired.Google Scholar
GOODSON, I. & MANAGAN, J. (1995) Subject cultures and the introduction of classroom computers. British Educational Research Journal, 21 (5), 613–628.Google Scholar
HARGREAVES, D., MARSHALL, N. & NORTH, A. (2003) Music education in the 21st century: a psychological perspective. British Journal of Music Education, 20 (2), 147–163.Google Scholar
HENNESSY, S., RUTHVEN, K., & BRINDLEY, S. (2005) Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution and change. Journal of Curriculum Studies, 37 (2), 155–192.Google Scholar
HO, W. (2004) Use of information technology and music learning in the search for quality education. British Journal of Educational Technology, 35 (1), 57–67.Google Scholar
JONASSEN, D., HOWLAND, J., MOORE, J. & MARRA, R. (2003) Learning to Solve Problems with Technology: A Constructivist Perspective (2nd Edn.) Upper Saddle River: Merrill Prentice Hall.Google Scholar
MACEDO, F. (2013) Teaching creative music technology in higher education: A phenomenological approach. Journal of Music, Technology & Education, 6 (2), 207–219.Google Scholar
MCPHAIL, G. (2012) From singular to over-crowded region: Curriculum change in senior secondary school music in New Zealand. British Journal of Music Education, 29 (3), 317–330.Google Scholar
MERRIAM, S. (1998) Qualitative Research and Case Study Applications in Education. San Francisco: Jossey-Bass Publishers.Google Scholar
MILLS, J. & MURRAY, A. (2000) Good teaching at Key Stage 3. British Journal of Music Education, 17 (2), 129–156.Google Scholar
MINISTRY OF EDUCATION. (2007) The New Zealand Curriculum. Wellington: Learning Media.Google Scholar
ODAM, G. (2000) Teaching composing in secondary schools: the creative dream. British Journal of Music Education, 17 (2), 109–127.Google Scholar
PITTS, A. & KWAMI, R. (2002) Raising students' performance in music composition through the use of information and communication technology: A survey of secondary schools in England. British Journal of Music Education, 19 (1), 61–71.Google Scholar
OFSTED. (2009) Making more of music: An evaluation of music in schools 2005/08 (p. 78). London: Ofsted.Google Scholar
PRENSKY, M. (2001) Digital natives, digital immigrants Part 1. On the Horizon, 9 (5).Google Scholar
PRENSKY, M. (2009) H.Sapiens digital: From digital immigrants and digital natives to digital wisdom. Innovate, 5 (3), 9.Google Scholar
SAVAGE, J. (2007) Reconstructing music education through ICT Research in Education, 78, 65–77.Google Scholar
SAVAGE, J. (2010) A survey of ICT usage across English secondary schools. Music Education Research, 12 (1), 89–104.Google Scholar
SAVAGE, J. (2012) Those who can, play; those who can't, use Music Tech? In Philpott, C. & Spruce, G. (Eds.), Debates in Music Teaching. Hoboken: Routledge.Google Scholar
SOUTHCOTT, J. & CRAWFORD, C. (2011) The intersections of curriculum development: Music, ICT and Australian music education. Australasian Journal of Educational Technology, 27 (1), 122–136.Google Scholar
SWANWICK, K. (1999) Teaching Music Musically. London: Routledge.Google Scholar
VAKEVA, L. (2010) Garage band or GarageBand? Remixing musical futures. British Journal of Music Education, 27 (1), 59–70.Google Scholar
WAY, J. & WEBB, C. (2007) A framework for analysing ICT adoption in Australian primary schools. Australasian Journal of Educational Technology, 23 (4), 559–582.Google Scholar
WEBSTER, P. (2011) Key research in music technology and music teaching and learning. Journal of Music, Technology & Education, 4 (2 & 3), 115–130.Google Scholar
WESTERLUND, H. (2006) Garage rock bands: a future model for developing musical expertise? International Journal of Music Education, 24 (2), 119–125.Google Scholar
WISE, S. (2010) Teacher and student perceptions of digital technology in secondary school music education: a case study. e-journal of Studies in Music Education, 9 (1), 46–60.Google Scholar
WISE, S., GREENWOOD, J. & DAVIS, N. (2011) Teachers’ use of digital technology in secondary music education: illustrations of changing classrooms. British Journal of Music Education, 28 (2), 117–134.Google Scholar