ECA409 - Primary Arts Education

1. ECA409 -Primary Arts Education Applications of Information and Communications Technology to Music Teaching and Learning

2. Interactive and non-interactive educational media

3. Continuum of classroom teaching styles Descriptions: traditional progressive autocractic democratic direct indirect formal informal teacher-directed pupil-directed vocational/neo-classical liberal/progressive constructivist Dominant variable: teacher-centredness pupil-centredness <-------------------------------------------------------------------------------> Characteristics: non-participant participant receptive l earning discovery-based learning dependant learning independent learning passive learning active learning convergent divergent non-creative creative more highly-structured less highly-structured closed open-ended Underlying theories of teaching & learning: Pavlov, Watson, Piaget, Bruner, Skinner, Thorndike, Gardner etc. Gagné etc.

4. Continuum of educational computing software styles Dominant variable: program control user control <------------------------------------------------------------------------------> Description: Computer-Assisted Instruction Computer-Based Learning Environment Computer-Managed Instruction Learning Tool Information Environment Production Tool Formats/strategies: tutorial (with testing) Logo / MicroWorlds drill and practice word processing instructional game database applications instructional model ’HyperMedia’ information environment --------------> simulation* Underlying theories of teaching & learning: Skinner, Thorndike, Gagné etc. Piaget, Bruner, Papert etc. * Because of the high level of user control, simulation programs are more aptly located more towards the right-hand side on the continuum than to the left

5. A representation of the segregated ‘streams’ of music education pre-CSF Specialist musical training General or classroom music <======-------------- - - - - - -------------=======> Curricular activities: instrumental technique/ class instrumental interpretation performing vocal technique class singing music history & literature music appreciation theory of music music notation aural training listening skills sight-reading general music literacy composition creative music improvisation improvisation Extra-curricular activities: orchestra/band/chamber ensemble/class ensemble performances etc. choir choir

6. A representation of the integrated ‘streams’ of music education – CSF1, CSF2, VELS Creating, Making and Criticism and Aesthetics Presenting Past and Present Contexts CSF1 Arts Practice Responding to the Arts CSF2 Creating and Making Exploring and Responding VELS -------------------> ========= <--------------------- Curriculum experiences: instrumental performing listening skills vocal/choral performing musical styles and genres aural perception music history and music writing and literacy literature composition/creative music music appreciation/ improvisation aesthetics sight-reading music criticism musical analysis general music literacy music in relation to other arts and other KLAs

7. A representation of the applications of computers / technology to music education Computer technology as an Computer technology as a instructional medium learning/production tool - - - --------------------------->======<-------------------------- - - - Computer-Assisted Instruction Information environment Computer-Managed Instruction Creative music tool Computer-Based Teaching Aid Music production processing tool Learning style: • program-controlled learning • user-controlled learning • receptive learning • discovery-based learning Underlying learning theories: • behaviourist (Pavlov, Skinner, • cognitive-developmental Ausabel, Thorndike, Gagné etc.) (Piaget, Bruner, Gardner) Music curriculum areas where computer technology may play a role: • theory of music • musical analysis • aural training • music sequencing • keyboard performance • music synthesis • music transcription/ printing

8. Moore’s ‘Approaches to computers in education’ (1992, p. 31) Computer-Assisted InstructionTechnology-Based Education The Technology • Specialised view • Global/comprehensive view • Computer and instructional • Computers and software, software synthesisers, digital instruments CD-ROM, compact discs, video The Learner • Self-paced, single-style approach • Multiple style considerations (students differ in the time needed (students differ in several ways to learn) including need for structure and sequence, perceptual strengths, and processing abilities) The Music • Focus on analysis • Synthesis and higher-level Curriculum thinking processes • Specific musical concept or skill is • Concepts and skills are applied target to real music situations such as composition and improvisation The Teacher • Concern for the dehumanisation of • Desire for accountability learning or fear of ’Big Brother’ through assessment and evaluation The Learning • School-based • School-based Environment • Home-based Technology in the • Product approach • Process approach Curriculum • Focus on programming and • View of technology as resources learning about computers that require new kinds of thinking • Software primarily drill and • Addition of application software practice in areas such as music composition and performance (sequencing/printing) Research and • Individual development of • Team approach to software/ Development software by either computer hardware development of Technology specialists or educators with programming abilities • Hardware development driven • Partnerships created and by industry with little input from educators fostered between industry and education

9. Applications of Technology to Primary Music Education • Technology as a Music Information Resource • Technology as a Music Production / Creative Tool • Technology as a Music Teaching and Learning Medium

10. 1. Technology as a Music Information Resource Examples: • MicroSoft Musical Instruments (CD-ROM) program • Melbourne Symphony Orchestra's 'Music Encounter' Web Site -- http://www.mso.com.au/edu/front.html • San Franciso Symphony Orchestra Kids' Web Site -- http://www.sfskids.org/ • New York Philharmonic Symphony Orchestra Kids' Web Site -- http://www.nyphilkids.org/main.phtml • Dallis Symphony Orchestra Kids' Web Site -- http://www.dsokids.com/2001/rooms/musicroom.asp • Music Education Centre -- http://www.geocities.com/Athens/Marble/9607/intro.htm

11. 2. Technology as a Music Production / Creative Tool Examples: Finale NotePad (Coda Music) – free music notation software available for download from http://www.finalemusic.com/notepad/index.asp Music Sculptor – free music sequencer software available for download from http://www.sonicspot.com/musicsculptor/musicsculptor.html Morton Subotnick's Creating Music Web Site -- http://www.creatingmusic.com/ Bash the Trash (using recylced materials to make musical instruments) -- http://www.bashthetrash.com/

12. 3. Technology as a Music Teaching and Learning Medium A typical CAI drill-and-practice format adapted from Steele & Wills (1981, p. 200).

13. 3. Technology as a Music Teaching and Learning Medium Examples: Musical Mysteries Web Site -- http://www.bbc.co.uk/northernireland/schools/4_11/music/mm/index.shtml Introduction to Music Theory and Aural Skills -- http://www.murraystate.edu/qacd/cfac/music/MUS109e/intro/chapter_index.htm Auralia and Musition (Rising Software) – demonstration programs available for download from http://www.risingsoftware.com

14. Online Reference / Resources Stevens, R.S. 1994, Technology and Music Teaching and Learning –http://education.deakin.edu.au/music_ed/Tech&MusEd.pdf Web Sites for use as Classroom Music Teaching and Learning Activities – http://education.deakin.edu.au/music_ed/web_sites.html