In this chapter, frameworks and tools useful to organize the complex world of technology-mediated music learning are analyzed. Focusing mainly on the TPACK framework, where pedagogy, technology, and content information complement each other, an organization of knowledge in the musical domain is also proposed. The analysis of the three artistic processes (creating, performing, and responding to music) is fundamental for classifying musical activities and, in light of these findings, new programs for the professional training of music teachers may be proposed. Finally, some approaches for embedding technology in music curricula are presented and discussed.
Organizing Technology-Mediated Music Learning / M. Mandanici, S. Spagnol, L.A. Ludovico, A. Barate', F. Avanzini (SPRINGER BRIEFS IN EDUCATION). - In: Digital Music Learning Resources : From Research to Educational Practice / M. Mandanici, S. Spagnol, L.A. Ludovico, A. Baratè, F. Avanzini. - [s.l] : Springer Science and Business Media B.V., 2023. - ISBN 978-981-99-4205-3. - pp. 39-51 [10.1007/978-981-99-4206-0_3]
Organizing Technology-Mediated Music Learning
L.A. Ludovico;A. Barate'Penultimo
;F. AvanziniUltimo
2023
Abstract
In this chapter, frameworks and tools useful to organize the complex world of technology-mediated music learning are analyzed. Focusing mainly on the TPACK framework, where pedagogy, technology, and content information complement each other, an organization of knowledge in the musical domain is also proposed. The analysis of the three artistic processes (creating, performing, and responding to music) is fundamental for classifying musical activities and, in light of these findings, new programs for the professional training of music teachers may be proposed. Finally, some approaches for embedding technology in music curricula are presented and discussed.File | Dimensione | Formato | |
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